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On the Feasibility of Cooperative Learning in Promoting Oral English Self-efficacy

Author: GaoDanDan
Tutor: QianJianCheng
School: Zhengzhou University
Course: Foreign Linguistics and Applied Linguistics
Keywords: Cooperative learning Self-efficacy Teaching Spoken Group activities Attitude
CLC: H319
Type: Master's thesis
Year: 2011
Downloads: 134
Quote: 0
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Abstract

Cooperative learning Hing 1970s in the United States, the world has become a creative and effective teaching methods. Relative to competitive learning and independence of learning, cooperative learning has shown its superiority, and therefore the use of cooperative learning to solve some of the problems that exist in the English language teaching and learning English has become a hot research problem. Previous studies focused on the relationship between the \As we all know, the educational philosophy concerned about the academic performance of students more places from the previous, go to promote the overall development of students, in particular to promote the comprehensive development of the psychology of learning up. A long time, there is more emphasis on English teaching while ignoring students' psychological research. In fact, the students 'psychological factors, such as self-efficacy has a great impact on the students' English learning. Self-efficacy is gradually in recent years has been a concern factors that affect the mental health of students, this concept is put forward in 1977 by cognitive psychologist Bandura. Self-efficacy influence the choice of the people's behavior, the effort to carry out activities, as well as the firm manifested in the face of trouble and adaptability. The purpose of this study is to explore the feasibility of the use of cooperative learning to improve spoken English self-efficacy. Of empirical research in a semester's time, Zhengzhou University, 134 non-English major undergraduate first-year students as subjects, the implementation of cooperative learning spoken English classroom. Through questionnaires, student interviews, classroom observations, student reports and group self-rating method to collect data, using a combination of quantitative and qualitative analysis methods, try to answer the following questions: (1) whether the cooperative learning can improve students' oral English self-efficacy? specifically, is to answer the following two questions: a. experimental class students' oral English self-efficacy, and whether there was a significant difference in the experiments before and after the experiment? b. cooperative learning intervention classroom, the experimental class self-efficacy and control classes of students spoken English sense of whether there is a significant difference? (2) students' verbal learning in the integration of cooperative learning knowledge and views? study found: (1) the teaching experiment cooperative learning method able to enhance the student's spoken language self-efficacy, cooperative learning intervention classroom, the experimental class students of English spoken self-efficacy sense has improved significantly, and and control classes of students of English spoken self-efficacy exist significantly with differences; (2) students on cooperation learning a positive attitude, and they like cooperative learning methods, and look forward to more effective use of cooperative learning to practice speaking. All in all, this exploratory study to prove the effectiveness of cooperative learning to enhance students' oral self-efficacy, teachers and students in the teaching and learning of the semester to obtain good results to a certain extent, to prove the superiority of cooperative learning . The success of this research will lead to the teacher to think of oral teaching innovation, and will encourage teachers and students to constantly explore new ways of spoken language teaching and learning, as well as how to more effectively implement cooperative learning strategies in a conversation class.

On the Feasibility of Cooperative Learning in Promoting Oral English Self-efficacy

Abstract

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