The Impact of Cooperative Learning on Developing Speaking Ability and Motivation Toward Learning English

Ehsan Namaziandost, Vida Shatalebi, Mehdi Nasri
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引用次数: 62

Abstract

This study aimed to investigate the effectiveness of cooperative learning in English language classrooms to enhance Iranian students’ speaking skills and motivations. A pre-test–post-test control group design was employed to compare the impact of the cooperative learning approach with that of traditional whole-class instruction on speaking skills and six aspects of learning motivation: intrinsic motivation, integrated regulation, identified regulation, introjected regulation, external regulation, and amotivation. The data of the current study were gathered at multiple points of time before and after the end of the experiment to determine the effectiveness of cooperative learning on the sample’s speaking skills and motivations. In practical terms, the sample’s speaking skills were first examined through an English oral test prior to and after some cooperative learning instructional activities were provided. Next, a seven-point Likert scale-questionnaire was administered to the sample before and at the end of the course to check students’ motivation towards the use of cooperative learning in English classes. The data were analyzed using basic and inferential statistical methods including mean scores, standard deviations, independent and paired sample t-tests, one-way ANCOVA, and effect size. The findings showed remarkable development in the students’ speaking skills after the introduction of cooperative learning techniques. Moreover, the findings suggested significant differences in favor of cooperative learning for improving intrinsic motivation, but no differences were found on other aspects of motivation. In light of the findings, the researchers recommend that teachers could benefit from applying CL in English classes, which may in turn develop students’ speaking skills and motivation.
合作学习对培养口语能力和英语学习动机的影响
本研究旨在探讨合作学习在英语课堂中对提高伊朗学生口语能力和动机的有效性。本研究采用前测后测对照组设计,比较合作学习方式与传统课堂教学对口语技能和学习动机六个方面的影响:内在动机、综合调节、识别调节、内在调节、外部调节和动机。本研究在实验结束前后的多个时间点收集数据,以确定合作学习对样本口语技能和动机的有效性。在实践中,在提供一些合作学习教学活动之前和之后,首先通过英语口语测试来测试样本的口语技能。接下来,在课程开始前和课程结束时,对样本进行七分李克特量表问卷调查,以检查学生在英语课堂上使用合作学习的动机。采用基本统计和推理统计方法对数据进行分析,包括平均得分、标准差、独立样本和配对样本t检验、单向ANCOVA和效应量。结果显示,在引入合作学习方法后,学生的口语能力有了显著的发展。此外,研究结果表明,合作学习在提高内在动机方面存在显著差异,但在动机的其他方面没有发现差异。根据研究结果,研究人员建议教师可以从在英语课堂上应用CL中受益,这可能反过来培养学生的口语技能和动力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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