Elementary School Students and English Teachers' Perception of the Application of Cooperative Learning Model in Elevating English Learning Effectiveness
| Autor: | CHENG, CHIOU-FENG, 程秋鳳 |
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| Rok vydání: | 2018 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 106 The theory and application of "cooperative learning" has been developed in other countries for more than thirty years. Literature review indicates that the cooperative learning model was adopted in various disciplines. Previous studies suggested that it could enhance learning achievements as well as students’ learning motivation; moreover, it could cultivate social cooperation skills and improve students' self-esteem and self-confidence. Given the potential contributions of the cooperative learning model, the author hoped to examine senior students and English teachers’ perceptions of the application of group-based cooperative learning model in English learning at elementary schools. Data was collected through questionnaires. Teachers and students were sampled respectively. Among 120 sampled elementary English teachers, 80 of which successfully completed the questionnaires. The response rate was 66.67%. As for the students, 157 students were sampled, and 138 of them successfully completed the questionnaires. The response rate was 88%. The research results are as follows. Senior elementary school students’ attitudes toward the cooperative learning model were positive with 82% of students expressing their preferences for the cooperative learning model. There was no significant differences in attitudes between different genders, grades, or different amounts of time invested in English learning. An analysis based on the open-eneded questions showed that students described the cooperative learning model as making English learning fun. Furthermore, when facing difficulties in learning, they were more able to take the initiative to seek help. The attitudes of the elementary school English teachers to the cooperative learning model were positive with nearly 70% of respondents preferring the cooperative learning approach. However, there was no significant attitude differences in terms of gender, grade, age, service years, and school sizes. An analysis based on the open-eneded questions showed that many teachers were positive about students' improvements with the help of cooperative learning. They found that students' learning attitudes had become more positive than before and students’ learning results had also been improved. In conclusion, senior students and English teachers’ perception of the cooperative learning model was positive. Based on the research results, it is suggested that cooperative learning model can be more widely integrated into curriculum design in the future. The results of this research can be used as references for curriculum designs, creative teaching, and elevating teachers’ professional abilities in the future. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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