Improving Students''Reading Comprehension through Collaborative Learning: An Action Research Study in an Eigth-grade Chinese Class

• Main Authors: Dong-ing Wou, 武東英
• Other Authors: Chien-han Chen
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/mr3g6p

碩士 === 淡江大學 === 課程與教學研究所碩士在職專班 === 104 === This study is an action research study that implemented collaborative learning in a junior high school Chinese classroom. The reflective research lasted for one semester and proceeded in three phases. The purpose of the study was to explore the design and the implementation of collaborative learning, the students'' learning process and the improvement of their reading comprehension. The changes in the interactions among students, the learning process of the students with different reading abilities, especially those at lower proficiency levels were identified through dialogues and discussions in the collaborative learning contexts. It is hoped that this learning model helps researchers to understand how students get active in their Chinese class, and that changes in teaching methods can enhance eighth-grade students'' motivation to learn Chinese and thus improve their reading comprehension skills. Participants of the study were 27 junior high school students, including 13 males and 14 females, enrolled in an eighth-grade Chinese class in Taiwan. Students'' reading comprehension was measured by " PISA sample questions in reading", " Reading comprehension worksheets" , and " After-class assessment". Students'' learning process and perceptions were obtained from observations, interviews, worksheets, documents, and collaborative learning feedback forms. The materials were analyzed qualitatively when some quantitative analysis was also included. Other sources such as teaching journals and reflective diary were used to triangulate the data. The findings suggested that students perceived collaborative learning as a thinking stimulator. Discussions in class encouraged students to think and then enhanced their learning motivation and satisfaction. As the interactions between learning partners occurred frequently, students developed a more positive attitude toward learning. They tried to find a balance among different opinions and learn communication skills. In the collaborative learning activities, students were active in teaching and learning from one another. This study offers some suggestions. In the design of teaching materials, the use of teachers'' questioning strategies supported by collaborative learning through peer discussions indeed facilitated students'' learning. This means collaborative learning activities with appropriate supplementary materials can enhance learning effectiveness. Teacher observations and regular feedbacks from peer teachers can facilitate teacher professional development. When being confined to class schedule, online collaborative learning through Google Drive is a feasible way to extend students'' learning time outside the class. Moreover, discourse analysis can provide examples of how teachers guide students in collaborative learning. Therefore, discourse analysis concerned with teachers'' guiding roles needs further research.