An Action Research Report on Applying Co-Operative Learning Techniques in an Intensive English Reading Class in China

Autor/in	Fu, Xiao
Titel	An Action Research Report on Applying Co-Operative Learning Techniques in an Intensive English Reading Class in China
Quelle	In: English Language Teaching, 6 (2013) 10, S.17-31 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; English (Second Language); Cooperative Learning; Learning Strategies; Reading Skills; Action Research; Outcomes of Education; Psychological Patterns; Attitude Change; Program Implementation; Diaries; Questionnaires; Interviews; Data Collection; Student Behavior; Student Improvement; College Students; Computer Science Education; Majors (Students); Linguistic Competence; Educational Benefits; Anxiety; Individual Differences; Observation; China + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Kooperatives Lernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Reading skill; Lesefertigkeit; Projektforschung; Lernleistung; Schulerfolg; Attitudinal change; Einstellungsänderung; Diary; Tagebuch; Fragebogen; Interviewing; Interviewtechnik; Data capture; Datensammlung; Student behaviour; Schülerverhalten; Collegestudent; Computer science lessons; Informatikunterricht; Sprachkompetenz; Bildungsertrag; Angst; Individueller Unterschied; Beobachtung
Abstract	This study is to examine whether the implementation of CL in an intensive reading class has a positive effect on improving the passive situation of students, whether it helps activate their enthusiasm for and ease their anxiety of participation in language class activities, and whether it is helpful to their improvement of English proficiency. The research questions to be addressed in the study are: 1) what, if any, psychological changes appear to happen to students in a co-operative learning situation? 2) In what ways do students behave differently in a co-operative learning classroom? 3) What difficulties might teachers have in implementing co-operative learning and how can they be overcome? To answer these questions I conducted a 16-week action research project in one of my classes. The whole process of the research was divided into three stages with cycles of planning, implementing and reflecting on progress. Classroom observation, teacher's diary, questionnaire and informal interview were used as instruments to collect data for reflection throughout the research. The final results show that, CL does have some positive effects on improving the present passive situation in my English classroom. However, there are some problems arising from the action research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01