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研究生： 徐曉潔
Hsu, Siao-Jie
論文名稱： 合作學習對於國中生聽力理解及焦慮感之效益
The Effects of Cooperative Learning on Junior High School Students' English Listening Comprehension and Anxiety
指導教授： 許麗媛
Hsu, Li-Yuan
口試委員: 葉潔宇
Yeh, Chieh-Yue
羅美蘭
Lo, Mei-Lan
學位類別： 碩士
Master
系所名稱： 外國語文學院 - 英語教學碩士在職專班
The Master of Arts in English Teaching
論文出版年： 2021
畢業學年度： 109
語文別： 英文
論文頁數： 71
中文關鍵詞： 分組合作學習 、英文聽力 、聽力焦慮感
外文關鍵詞： Cooperative learning, Listening comprehension, Listening anxiety
DOI URL： http://doi.org/10.6814/NCCU202100999
相關次數： 點閱：357  下載：0 
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    • 本研究旨在探究分組合作學習應用於增進台灣國中生聽力理解之成效和降低學生對於英語聽力之焦慮感之成效，以及學生對分組合作學習的看法。研究參與對象來自北台灣某公立國中七年級兩個常態編班之班級，並分別設定為控制組及實驗組，控制組有29人，而實驗組有22人，進行為期10週的聽力課程，控制組採用傳統式聽力教學，而實驗組接受分組合作學習練習聽力，實驗中比較課程前後學生之英語聽力理解及英語聽力焦慮感之差異。研究工具有自編英語聽力理解測驗、中文版外語聽力焦慮量表、分組合作學習問卷、結構性訪談稿，資料處理方式包含量化和質性分析。研究結果發現實驗組及控制組之聽力理解皆有顯著性進步，而實驗組的後測分數又高於控制組，且有顯著性差異；聽力焦慮感方面，焦慮量表後測顯示實驗組學生的聽力焦慮感並未減低，但於訪談及問卷中，許多學生有表示分組合作學習對於降低聽力焦慮感有幫助。此外，綜觀訪談及分組合作學習問卷之回應，發現學生對於此教學法有高度正向的回應。最後，根據研究結果，本研究提出對於分組合作學習教學及研究相關建議，希望作為英語教師對於分組合作學習及研究之參考。

    This study explored the effects of cooperative learning on junior high school students’ English listening comprehension and anxiety. Students’ perceptions towards cooperative learning were also investigated. 61 participants consisted of two classes of seventh graders from a public school in Northern Taiwan, with 22 in the experimental group and 29 in the control group. The experimental group received cooperative instruction in listening class, while the control group was instructed through traditional teaching method. The experiment was conducted for 10 weeks in 10 class periods. The students’ listening comprehension and anxiety before and after the instruction of the two groups were examined. Data were collected from a self-designed listening comprehension test, Foreign Language Listening Anxiety Scale (FLLAS), a questionnaire about cooperative learning and a group interview. Quantitative and qualitative analyses were used. The results presented that students in the experimental group significantly outperformed those in the control group in terms of listening comprehension test scores. Then, the quantitative data collected from the FLLAS showed no significant difference for two groups before and after the instruction, though the students in experimental group expressed they felt less anxious during cooperative instruction in the group interview and the questionnaire. Furthermore, the findings from the interview and the questionnaire indicated the experimental group had highly positive perceptions towards cooperative learning. Last, based on the findings, some suggestions of applying cooperative instruction in teaching listening and research are provided.

    Table of Contents V
    Chinese Abstrct IX
    English Abstract X
    CHAPTER ONE: INTRODUCTION 1
    Background and Motivation of the Study 1
    Purpose of the Study and Research Questions 3
    CHAPTER TWO: LITERATURE REVIEW 5
    Listening Comprehension 5
    The Factors Affecting Listening Comprehension 6
    Learning Anxiety 6
    Listening Anxiety 7
    Cooperative Learning 8
    Definition of Cooperative Learning 8
    Basic Elements of Cooperative Learning 8
    Techniques of Cooperative Learning 9
    Positive Outcomes of Cooperative Learning 10
    Cooperative Learning in the EFL Classroom 11
    CHAPTER THREE: METHODOLOGY 15
    Participants 15
    Instruments 16
    The Instructional Materials 16
    The Listening Test 20
    The Foreign Language Listening Anxiety Scale (FLLAS) 21
    Questionnaire about Cooperative Learning 21
    The Interview Guidelines 22
    Procedure 23
    Data Analysis 24
    CHAPTER FOUR: RESULTS 27
    Students’ Listening Comprehension 27
    The Pretest of Control Group and Experimental Group 27
    The Posttest of Control Group and Experimental Group 28
    The Pretest and Posttest of Experimental Group 28
    The Pretest and Posttest of Control Group 29
    Students’ Foreign Language Listening Anxiety 30
    The Pretest of Control Group and Experimental Group 31
    The Posttest of Control Group and Experimental Group 31
    The Pretest and Posttest of Experimental Group 32
    The Pretest and Posttest of Control Group 33
    Students’ Perception toward Cooperative learning 33
    The Results of Questionnaire about Cooperative Learning 34
    The Results of Group Interviews 38
    CHAPTER FIVE: DISCUSSION AND CONCLUSION 47
    Major Findings and Discussion 47
    The Effects on Junior High School Students’ Listening Comprehension 48
    The Effects on Junior High School Students’ Listening Anxiety 51
    Junior High School Students’ Perceptions toward Cooperative Learning 52
    Pedagogical Implications 54
    Limitations and Suggestions for Further Research 56
    REFERENCES 59
    APPENDIX A 63
    APPENDIX B 68
    APPENDIX C 70
    APPENDIX D 71

    Lists of Tables
    Table 3.1 Design and Overall Procedure of the study 23
    Table 3.2 The Timetable of the Experiment 24
    Table 4.1 Listening Comprehension Pretest of Two Groups 28
    Table 4.2 Listening Comprehension Posttest of Two Groups 28
    Table 4.3 Listening Comprehension Pretest and Posttest of Experimental Group 29
    Table 4.4 Listening Comprehension Pretest and Posttest of Control Group 29
    Table 4.5 FLLAS pretest of two groups 31
    Table 4.6 FLLAS Posttest of Two Groups 32
    Table 4.7 FLLAS Pretest and Posttest of Experimental Group 32
    Table 4.8 FLLAS Pretest and Posttest of Control Group 33
    Table 4.9 the Mean, Standard Deviation and Rank of Each Item 34
    Table 4.10 Students’ Responses towards Cooperative Learning (1) 35
    Table 4.11 Students’ Responses towards Cooperative Learning (2) 37

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