the effect of ability grouping on students’
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The Effect of Ability Grouping on Students’ Reading Strategies and Reading
Achievement of Cooperative Learning Groups
TemplatePresenter: York Chi
Advisor: Dr. Chin-Ling LeeDate: April 13, 2010
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Content
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Introduction
Literature Review
Methodology
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Research Questions
Purposes of the Study
Statement of the Problems
Background of the Study
Introduction
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Background of the Study
Reading is perhaps the most important skill for
learner of English who desire to achieve success in
English
(Anderson, 2006)
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Background of the Study
Numerous researchers pointed out that high levels of
English language literacy have been found to
correlate with frequent and complex strategy use
(Anderson, 1999; Jimenez, Garcia, & Person, 1996;
Schoonen, Hulstijn, & Bossers, 1998; Sheorey &
Mokhtari, 2001)
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Background of the Study
Good readers use lots of strategies before, during, and after reading
(Dogan, 2002)
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Statement of Problems
Little attention that aims at helping students in
strategy selection, use, and evaluation
(Aamoutse & Weterings, 1995; Dole, 2000, Paris &
Oka, 1986; Pressely, Wharton-Mcdonald, Hampston,
& Echevarria, 1998)
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Statement of Problems
Traditional instruction, especially for Chinese, places
emphasis on the lecturer and deep learning through
memorizing
(Marton, Dall Alba, & Tse, 1996)
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Purpose of the Study
to determine whether the two different grouping
condition under cooperative learning classroom have
dramatic effects on EFL students’ reading
achievement, reading strategy, and learning
motivation
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Research Questions
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Are there any significant differences on the achievement outcome on reading comprehension between the two grouping condition?
Are there any significant differences on the reading strategy use between the two grouping condition?
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Research Questions
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Title
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Are there any correlations between the use of reading strategy and learning motivation?
Are there any correlations among reading achievement, reading strategy use and learning motivation?
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Research Questions
Title
Title
Title
What are EFL technological university students’ learning motivations in a cooperative learning group?
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Learning Motivation
Cooperative Learning
Reading Comprehension
Literature Review
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Reading Comprehension
Reading comprehension can be defined as
construction a mental representation of textual
information and its interpretation
(Van Den Brock & Kremer, 2000)
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Reading Comprehension
Reading Comprehension
Extracting meaning
Written words Sentences Texts
(Arnoutse &Van Leeuwe, 2000)
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Reading Comprehension
Reading comprehension lays the fundament for the
acquisition of knowledge in different subject matters
taught at elementary and secondary schools and
constitutes an important prerequisite for lifelong
learning in adulthood
(Alvermann & Earle, 2003)
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Cooperative Learning
Cooperative Learning is an instructional environment
in which students work in group with “ shared goals
and shared responsibility for the learning of other
group members”
( Ravenscroft, Buckless, Mccombs, & Zuckerman,
1995)
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Cooperative Learning
Cooperative Learning empowers learners and
provides them with autonomy and control to organize
and regulate their own learning
(Clifford, 1999; Thomson, 1998)
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Cooperative Learning
Cooperative Learning empowers learners and
provides them with autonomy and control to organize
and regulate their own learning
(Clifford, 1999; Thomson, 1998)
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Cooperative Learning
Cooperative Learning increases interaction among
learners as they restate, expand and elaborate their
ideas in order to convey and/or clarify intended
meaning.
(Olsen & Kagan, 1992)
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Cooperative Learning
Group work
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Generates interactive language
Offers an embracing affective climate
Promotes learner responsibility and autonomy
A step toward individualizing instruction
(Brown, 2001)
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Cooperative Learning
Cooperative Learning1
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Positive Interdependence
Individual Accountability
Social and Small Group Skill
Face to Face Interaction
Group Processing
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Learning Motivation
Mainstream psychology defined motivation as the
process whereby goal-directed activity is instigated
and sustained
(Pintrich & Schunk, 1996)
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Learning Motivation
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Decision making
Persistence
Activity level
(Oxford &Ehrman, 1993)
The external or behavioral features of motivation
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Data Analysis
Instrument
Experimental Designed
Procedure of the study
Participants
Methodology
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Participants
43 undergraduate students from
NTIT
19-26 years old
English reading class
International Trade
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Procedure of the Study Pilot study
Formal study
Heterogeneous group Homogeneous group
Pretest in English reading comprehension
Pretest in English reading comprehension
Pretest in SILL Pretest in SILL
Pretest in Learning motivation
Pretest in learning motivation
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Procedure of the StudyOne semester cooperative
learning in English reading classroom
One semester cooperative learning English reading
classroom
Posttest in English reading comprehension
Posttest in English reading comprehension
Posttest in SILL Posttest in SILL
Posttest in Learning motivation
Posttest in Learning motivation
Students interviews Students interviews
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Experimental Design
One English reading classroom
Heterogeneous groupsHomogeneous groups
23 participantsOne semester cooperative learning reading classOnce a week
20 participantsOne semester cooperative learning reading classOnce a week
Scientific method
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Instruments
(Clement et al, 1994)
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GEPT reading test
(Basic level)
The motivation questionnaire
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The Strategy Inventory for Language Learning
(Oxford, 1990)
Questionnaire
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Five point Likert scale
(Cronbach’s Alpha .963)
Strongly disagree Strongly agree
1 2 3 4 5
Part 1
Part 2
Part 3
Personal information
Strategy Inventory for Language Learning( Oxford, 1990)( Cronbach’s Alpha .966)
The Motivation questionnaire (Clement et al, 1994)
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Questionnaire
1. Integrative 2. Instrumental 3. Motivation achieving learning goal
1. Memory2. Cognitive3. Comprehension4. Metacognitive5. Affective6. Social
Questionnaire
SILLThe learning motivation
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Data Analysis
Independent Sample T test
to examine whether there are any differences on the reading achievement outcome and reading strategy use between the two grouping condition
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Data Analysis
Pearson Correlation
to examine whether there are any correlations between the use of reading strategy and learning motivation
to examine whether there are any correlations among reading achievement, reading strategy use and learning motivation
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Data Analysis
Qualitative Descriptions
to investigate EFL technological university students’ learning motivations in a cooperative learning group
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