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The Impacts of Cooperative Learning on Anxiety and
Proficiency in an EFL Class
◆ ◆ Presenter: Joanne HoPresenter: Joanne Ho
◆ ◆ Instructor: Dr. Pi-Ying HsuInstructor: Dr. Pi-Ying Hsu
◆ ◆ Date: Dec, 3, 2012Date: Dec, 3, 2012
Citation
Suwantarathip, O., & Wichadee, S. (2010) The Impacts Of Cooperative Learning on Anxiety and Proficiency In An EFL Class Journal of College and Learning, 7 (11), 51-57.
1
Introduction
Anxiety can create a divided attention scenario for anxious students; they are focused on both the task at hand and their reaction to it.
(MacIntyre 1995; 96)
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Literature Review
The important role of language anxiety in foreign language learning has been demonstrated in several studies showing a negative correlation between high levels of anxiety and language achievement.
(Saguanpong, 2007)
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Literature Review
Cooperative approach creates a supportive learning setting; it decreases competitiveness and individualism but increase opportunities to actively construct or transform the knowledge among students.
(Johnson &Johnson 1995)
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Objective of the Research
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To compare the mean score of learning score of learning anxiety before and after learning with cooperative learning activities.
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To examine the students’ opinions toward cooperative learning.
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To compare the mean scores of English proficiency before and after learning with cooperative learning activities.
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Research Methodology
40 studentsEN 211
2009
Data Collection
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Pre-testPost-test
Research Design
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Research Methodology
Instruments
1.1.Communication Apprehension
2.2.Test Anxiety (FLCAS)
3.3.Fear of Negative Evaluation
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Results
Language anxiety in each group is presented below.
Anxiety of the three groups form pre-FLCAS was not significantly different.
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Results
Anxiety of the three groups form post-FLCAS was not significantly different.
Students’ anxiety between the pre and post-FLCAS was significantly different.
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Results
Students’ anxiety decreased significantly in each group.
Results show that cooperative learning helped students to have lower anxiety.
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Discussion and Conclusion
Teachers’ Job
Previous Study
Findings
The findings support the use of cooperative learning as part of the language learning method due to students’ reduction of anxiety and higher language proficiency.
Teachers are responsible to find techniques or method that don’t cause any anxiety in class.
Results are supported by previous study that cooperative learning can contribute to the improvement of students’ language proficiency.
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Limitation
In addition to cooperative learning approach, other techniques dealing with anxiety should be investigated for their effectiveness.
A study of strategies to cope with foreign language anxiety employed by students should be conducted to analyze their effectiveness.
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