The effect of ability grouping on students’

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

2

Content

1

2

3

Introduction

Literature Review

Methodology

3

Research Questions

Purposes of the Study

Statement of the Problems

Background of the Study

Introduction

4


Reading is perhaps the most important skill for

learner of English who desire to achieve success in

English

(Anderson, 2006)

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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)

6


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

1

2

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

3

Title

4

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?

12

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 can be defined as

construction a mental representation of textual

information and its interpretation

(Van Den Brock & Kremer, 2000)

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Extracting meaning

Written words Sentences Texts

(Arnoutse &Van Leeuwe, 2000)

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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 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 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 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 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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Group work

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4

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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 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

1

2 3

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)

1

GEPT reading test

(Basic level)

The motivation questionnaire

2 3

The Strategy Inventory for Language Learning

(Oxford, 1990)

Questionnaire

31

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

35

Data Analysis

Qualitative Descriptions

to investigate EFL technological university students’ learning motivations in a cooperative learning group

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The effect of ability grouping on students’