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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/28475

    Title: Effectiveness of grouping in ESL cooperative learning
    Other Titles: 合作學習分組方式的成效
    Authors: 陳惠美;馮景照
    Contributors: 淡江大學英文學系
    Keywords: 合作學習;分組;學習表現;英語教學;英語為第二語言;學習成效;學習策略;學習方法;Cooperative Learning;Grouping;Learning Performance;English Teaching;English As Second Language;Learning Effectiveness;Learning Strategy;Learning Method
    Date: 2000-03
    Issue Date: 2012-12-03 23:12:13 (UTC+8)
    Publisher: 臺北縣:淡江大學外國語文學院
    Abstract: Various learning strategies and methods were designed and implemented to improve students' learning performance. Among them, cooperative learning has been extensively researched for about twenty years. According to the research findings (Baloche, 1998; Kagan, 1994; Johnson & Johnson, 1993, 1994; Slavin, 1994), cooperative learning can be very effective in many ways if it is implemented in a proper way. In Cognitive domain, cooperative learning improves learners' academic performance. In psychomotor and affective domains, learners have more chances to learn different learning strategies from other team member(s), and have more chances to express their personal ideas and demonstrate their knowledge and skills. Through positive interdependence and interaction, most learners are more willing to participate the learning activities. Affectively, they feel less nervous and become happier in the process of learning. However, the success and effectiveness of cooperative learning depends on sound implementation of some essential factors, such as group goal, positive interdependence, interaction, grouping social skills, etc. Though cooperative learning has been widely applied in English classroom, most ESL teachers pay very Iittle attention to the effectiveness of grouping. A random grouping seemed to be the only way they used to group their students. However, random grouping is definitely not the only or the best way to do. We do believe that different criteria of grouping would make different influences on students' academic performance and attitude toward learning. How do most educators and scholars treat the effectiveness of grouping in cooperative learning? This paper aimed to provide a general and broad review of the issues of grouping in cooperative learning and discuss what are the alternatives that teachers should handle grouping issue in ESL classroom.
    Relation: Foreign Language Education in the Times of Globalzation Conference Proceedings of English Sessions=國際化時代之外語教學國際會議英文組論文集,pp.31-44
    Appears in Collections:[英文學系暨研究所] 會議論文

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