臺灣博碩士論文加值系統

摘要
本研究主要在探討不同分組方法在合作學習環境之下，是否會對學生的英語學習成就、學習策略使用、以及學習動機上產生影響。 研究對象為某技術學院一年級一班39名主修商業學生。研究者使用科學方法將受試者依據其聽、讀平均分數分為同、異質組兩組。並進行合作學習教學。兩組使用的教材相同，並由同一位教師授課，教學實驗為期一個學期。資料蒐集方式包括進行前、後測兩次的成就測驗、問卷調查、及半結構式訪談。資料分析方式為單因子變異數分析、獨立樣本t考驗、相關分析以及內容分析法。本研究主要發現歸納如下：
一、合作學習有助於提升同質組及異質組學生的英語聽力及閱讀理 解能力。
二、不同分組方法在合作學習環境之下，對學生英語學習策略運用
有顯著影響。此外，實驗後兩組學生在語言學習策略使用頻率上
皆有顯著增加。
三、不同分組方法在合作學習環境之下，對兩組學生在英語學習動 機上皆有正面提升。
四、根據訪談結果，同質組及異質組學生對於合作學習教學法大多
呈現正面的回應與感受。
關鍵字: 合作學習，學習動機，學習策略，英文作為外國語

ABSTRACT
The study intended to determine whether two different grouping conditions in a cooperative learning classroom had dramatic effects on EFL students’ English listening and reading achievement, learning strategy use, and learning motivation as well. In this study, thirty-nine students majoring in business at an institute of technology in central Taiwan were recruited. The researcher adopted a pretest-posttest nonequivalent-groups design for the teaching experiment. Three research instruments were used to collect data as the following, (a) a pre-test and post-test to determine learning achievement in listening and reading; (b) the questionnaires of strategy inventory for language learning adopted by Oxford (1990) and the questionnaire of learning motivation adopted by Clement et. al(1994); (c) the interview protocol. The data was analyzed using Statistical Package Social Sciences (SPSS) version 13.0 for Window for ANCOVA、independent sample test and pearson correlation. The Content Analysis method was used to describe, understand, and interpret learners’ perspectives on their learning strategy use，learning motivation，and cooperative learning in different learning groups.

The major findings of the study are in the following:
1.Cooperative learning is useful in facilitating learners’ listening and reading ability.
2.Different grouping conditions in cooperative learning classroom had dramatic effect on learners’ learning strategy use. Furthermore, frequency of learners’ learning strategy use increase significantly in both homogeneous and heterogeneous groups
3.In different grouping conditions in cooperative learning, learners’ learning motivation had increase positively in both homogeneous and heterogeneous groups.
4.Based on the interview results, students expressed positive attitudes toward the cooperative learning instruction.

Keywords: Cooperative learning, learning motivation, English learning strategy use, English as a foreign language

CHINESE ABSTRACT......................... ii
ABSTRCT....................................... iii
ACKNOWLEDGEMENT............................... v
TABLE OF CONTENTS............................. vi
LIST OF TABLE.................................. xi
LIST OF FIGURE.......................... ..... xiv
CHPATER ONE INTRODUCTION ...................... 1
Background of the Study............................... 1
Statement of the Problem..................................3
Purpose of the Study......................................9
Research Questions ..................................... 10
Significance of the Study............................. 11
Definition of Terms............................ 11
Organization of the Study ...................... 13
CHAPTER TWO LITERATURE REVIEW .................. 15
Language Learning Strategy...................... 15
Classification of Language Learning Strategy.... 16
Related Research of Language Learning Strategy........ 20
Variables affecting Learners’ Learning Motivation.... 22
Learning Motivation............................ 22
Motivation toward Second or Foreign Language Learning. 24
Type of Learning Motivation ......................... 25
Cooperative Learning............................. 27
Features of Cooperative Learning.............. 30
Cooperative Learning Models................ 34
Studies on Cooperative Learning................. 37
Learning Group Configuration................. 41
Relationships Between Learning Motivation and
Learning Strategy Use.......................... 43
Relationships Between Language Proficiency and
Learning Strategy Use.......................... 45
Summary............................................ 46
CHAPTER THREE METHODOLOGY.......................... 47
Research Design.................................... 48
Procedure of the Study............................. 49
Research Structure .....................................51
Participants......................................... 52
Instruments........................................... 53
Data Collection....................................... 59
Data Analysis......................................... 60
Summary............................................... 62
CHAPTER FOUR RESULT AND DISCUSSION.................... 63
The Result of Different Group Formation............... 64
Results for Different Groups Formation on Students’ Learning Achievement.................................. 64
Results for Different Groups Formation on Students’ Learning Strategy Use................................. 65
Results for Different Groups Formation on Students’
Learning Motivation................................... 66
Statistical Results of Students’Achievements......... 67
Listening Achievement Results for Different Groups.... 67
Reading Achievement Results for Different Groups..... 70
Statistical Results of Questionnaire................. 74
Results for Learning Strategy Use in Different Groups 74
Results for EFL Learning Motivation in Different Groups76
Result for Relationships Between Learning Strategy Use
and Learning Motivation in Different Groups........... 79
Result for Relationships Between Learning Achievement
and Learning Strategy Use in Different Groups........ 82
Result for Relationships Between Learning Achievement
and Learning Motivation in Different Groups........... 84
Data Analysis of Interviews........................... 86
Introduction of Interview............................. 86
Profile of Participants............................... 87
Students’ Perspectives............................... 90
CHAPTER FIVE CONCLUSION AND SUGGESTIONS............... 113
Summary of Major Findings: Listening and Reading...... 113
Summary of Major Findings: Learning Motivation........ 115
Summary of Major Findings: Learning Strategy Use...... 116
Summary of Major Findings: Relationships Among
English Learning Achievement, Learning Strategy Use,
and Learning Motivation............................... 117
Pedagogical Implications.............................. 119
Limitation of the Study............................... 122
Suggestions for Future Study.......................... 123
REFFERENCES........................................... 125
APPENDIX A............................................ 148
APPENDIX B............................................ 150
APPENDIX C............................................ 160
APPENDIX D............................................ 162
APPENDIX E............................................ 170


LIST OF TABLES

Table 1 Modern Methods of Cooperative Learning....... 35
Table 2 Internal Consistency Reliability of SILL questionnaire........................................ 58
Table 3 Internal Consistency Reliability of Learning
Motivation questionnaire............................. 58
Table 4 Descriptive Statistics of the Pretest Scores on Learning achievement of the Two Groups............... 65
Table 5 Descriptive Statistics of the Pretest Scores on Learning Strategy Use of the Two Groups............... 66
Table 6 Descriptive Statistics of the Pretest Scores on
Learning Motivation of the Two Groups................. 67
Table 7 Summary of One-Way ANCOVA on Comparison of
the Two Groups’ Listening Posttest Scores............ 68
Table 8 Descriptive Statistics of the Two Groups’ Listening Pretest and Posttest Scores................. 70
Table 9 Summary of One-Way ANCOVA on Comparison of the Two Groups Reading Posttest Scores....................... 71
Table 10 Descriptive Statistics of the Two Groups’ Reading Pretest and Posttest Scores................... 72
Table 11 Summary of One-Way ANCOVA on Comparison of
the Two Groups’ Learning Strategy Posttest Scores.... 75
Table 12 Descriptive Statistics of the Two Groups'' SILL Pretestand Posttest Scores............................ 76
Table 13 Summary of One-Way ANCOVA on Comparisonof the Two Groups’ Learning Motivation Posttest Scores.......... 77
Table 14 Descriptive Statistics of the Pretest Scores and the Posttest Scores on Learning Motivation of the Two Groups................................................ 78
Table 15 Relationships Between Learning Strategy Use and Learning Motivation in Homogeneous groups............. 80
Table 16 Relationships Between Learning Strategy Use and Learning Motivation in Heterogeneous groups........... 81
Table 17 Relationships Between Learning Achievement and Learning strategy use in Homogeneous groups........... 82
Table 18 Relationships Between Learning Achievement
and Learning strategy use in Heterogeneous groups..... 83
Table 19 Relationships Between Learning Achievement and Learning Motivation in Homogeneous groups............. 84
Table 20 Relationships Between Learning Achievement and Learning Motivation in Heterogeneous groups........... 85
Table 21 Profile of the participants.................. 89
Table 22 Interviewees’ Reasons of Liking or Disliking
Learning with Peers................................... 94

LIST OF FIGURES
Figure 1 Flow Chart of the Study Procedure............ 50
Figure 2 Flow Chart of the Research Structure......... 52

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