| Summary: | 碩士 === 銘傳大學 === 教育研究所碩士在職專班 === 101 === Research has shown that cooperative learning (CL) pedagogy is implemented in mainstream class successfully in western countries for years. However, there is comparatively little research on how CL really works in an English as a foreign language (EFL) classroom, not to mention the implementation in classes containing students with special talents. The purpose of this research is to explore the effects of applying CL in the EFL class of art-talented students in the junior high school, to find out the problems or difficulties in implementing CL pedagogy, and to provide a practical and suitable CL teaching method. By completing three cycles, this action research was conducted for a semester, about four and a half months. Data were collected from classroom observations, video recordings, interviews, and three questionnaires. The participants were twelve females and ten males at 7th grade. Students’ learning attitudes toward English language learning was assessd by using pretest and posttest questionnaires. The triangulation was used to support the reliability and validity of the research. The research result provides an appropriate CL teaching method in an EFL classroom for the teachers of art-talented students in the junior high school to improve the students’ English language learning attitude and language skills.
The main results are as follows: The proper CL teaching method in an EFL classroom for art-talented students in junior high school is STAD during the beginning period, and Learning Together or Group Investigation for the later period. The CL pedogogy effectively promotes the art-talented students’ positive English language learning attitude, more interest, confidence, or interaction, especially for slow learners. Teachers should use CL flexiblely and try their best to search for the teaching resources for CL learners.
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