The Effects of Collaborative Learning on English Speaking Proficiency and Learning Motivation to Junior High School Students

• Main Authors: Jing-Yun Cai, 蔡景雲
• Other Authors: Yih-Fan Chang
• Format: Others
• Language: en_US
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/26952790755389228077

碩士 === 國立高雄師範大學 === 英語學系 === 102 === This study aimed to probe the effect of Collaborative Learning (CL) on EFL junior high school students’ speaking proficiency. The participants of the study were fifty-eight ninth graders from two classes in a junior high school in Taipei. They were assigned to the experimental (EG) and control groups (CG). The EG learned their textbooks for eight weeks in collaborative classroom, and the CG received teacher-led methods, for the same amount of time. The scores of the students’ pretest and posttests were collected and analyzed by ANCOVA. Besides, the participants were given a post questionnaire of the students’ motivation and attitudes for English learning. On the other hand, to examine the perception toward CL of the participants in the EG, those in the EG were given a post-treatment questionnaire. Based on the data analysis, the findings of the study are summarized as follows. 1.There was a significant difference between the EG and CG, which indicated that CL was proved to improve students’ speaking proficiency. 2.The results of the post Questionnaire of the Students’ Motivation and Attitudes for English Learning presented that the students in EG were more motivated than the students in the CG. The results also showed that those students improved their understanding and oral reading ability, but not their confidence to speak English. 3.The results of the Questionnaire toward CL showed that the students were satisfied with the implementation. In conclusion, the researcher suggested that English teachers adopt CL in their English teaching.