| Summary: | 碩士 === 國立中正大學 === 外國語文學系碩士在職專班 === 105 === The purpose of this study was to explore the relevant studies regarding the cooperative learning in reading comprehension activity, and as an English Foreign Language learners (EFLs), how to improve their reading comprehension achievement by cooperative learning. From a pedagogical perspective, cooperative learning can be fostered by tasking a small group of students with closed- or open-ended problems. Students address these within the group by offering and receiving assistance and explaining their understanding of the available information. Teachers give information to a small group of students and ask them to summarize the meaning in a single concept through a communicative process that engages every group member.
This study focuses on a survey of possibilities whether applying cooperative concept mapping instructions on lower achievers contribute to better reading comprehension, reduction of achievement gap between the higher and lower achievers, interpersonal relationship improvement as well as increase of motivation and peer cooperation. Students in the teacher-centered teaching environment tend to be quiet in class and have passive and neglective attitude towards learning. Critical and creative thinking are missing parts in their learning. The one and only role the teacher plays in the class is as a knowledge deliverer. The study concludes that concept mapping could be used as a reading strategy. Concept mapping could be provided as small group tasks with pooprtunities to effectively elicit students' interaction.
This study investigated the impact of Student Team Achievement Divisions (STAD) and cooperative concept mapping, which are two techniques of Cooperative Learning, on students' reading comprehension achievement of English as a Foreign Language (EFL).
Activities focusing on concept mapping were designed and tested on 24 subjects to explore the effectiveness in reading comprehension along with the expectations listed above. The literature review describes the theoretical considerations of relevant pedagogic content; it also shapes the basis of the designed activities. Methodology explains the procedures used in the classroom activities. Chapter IV analyses the results of the activity findings. Briefly, lower achievers receive improvement on reading comprehension, interpersonal relationship, motivation and peer cooperation when cooperative concept mapping instructions are designed as a part of the teaching procedures.
The result of this study reveals several findings. First, the learning outcomes are enhanced when cooperative tasks are structured so that learners perceive their personal success to depend on the success of the group and the task requires them to express their understanding to others in the group. Second, low achievers may be able to learn more when placed in a small group or join with at least one high achiever who can mentor other students and give them assistance. Third, cooperative learning helps to bridge the gap between the high achievers and the low achievers. Fourth, the cooperative learning can improve the peers interaction in the classroom.
Keywords : reading comprehension, cooperative learning, English learning achievement, cooperative concept mapping
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