1. The Effect of Ability Grouping on Students’ Reading Strategies and Reading Achievement of Cooperative Learning Groups Template Presenter: York Chi Advisor: Dr. Chin-Ling Lee Date: April 13, 2010

2. Content 2 1 Introduction 2 Literature Review 3 Methodology

3. Background of the Study Statement of the Problems Purposes of the Study Research Questions Introduction 3

4. Background of the Study Reading is perhaps the most important skill for learner of English who desire to achieve success in English (Anderson, 2006) 4

5. Background of the Study Numerous researchers pointed out that high levels of English language literacy have been found to correlate with frequent and complex strategy use (Anderson, 1999; Jimenez, Garcia, & Person, 1996; Schoonen, Hulstijn, & Bossers, 1998; Sheorey & Mokhtari, 2001) 5

6. Background of the Study Good readers use lots of strategies before, during, and after reading (Dogan, 2002) 6

7. Statement of Problems Little attention that aims at helping students in strategy selection, use, and evaluation (Aamoutse & Weterings, 1995; Dole, 2000, Paris & Oka, 1986; Pressely, Wharton-Mcdonald, Hampston, & Echevarria, 1998) 7

8. Statement of Problems Traditional instruction, especially for Chinese, places emphasis on the lecturer and deep learning through memorizing (Marton, Dall Alba, & Tse, 1996) 8

9. Purpose of the Study to determine whether the two different grouping condition under cooperative learning classroom have dramatic effects on EFL students’ reading achievement, reading strategy, and learning motivation 9

10. Research Questions Are there any significant differences on the achievement outcome on reading comprehension between the two grouping condition? Are there any significant differences on the reading strategy use between the two grouping condition? 1 2 10

11. Research Questions Are there any correlations between the use of reading strategy and learning motivation? Are there any correlations among reading achievement, reading strategy use and learning motivation? 3 Title 4 11

12. Research Questions What are EFL technological university students’ learning motivations in a cooperative learning group? Title 5 Title Title 12

13. Reading Comprehension Cooperative Learning Learning Motivation Literature Review 13

14. Reading Comprehension Reading comprehension can be defined as construction a mental representation of textual information and its interpretation (Van Den Brock & Kremer, 2000) 14

15. Reading Comprehension Reading Comprehension Extracting meaning Written words Sentences Texts (Arnoutse &Van Leeuwe, 2000) 15

16. Reading Comprehension Reading comprehension lays the fundament for the acquisition of knowledge in different subject matters taught at elementary and secondary schools and constitutes an important prerequisite for lifelong learning in adulthood (Alvermann & Earle, 2003) 16

17. Cooperative Learning Cooperative Learning is an instructional environment in which students work in group with “ shared goals and shared responsibility for the learning of other group members” ( Ravenscroft, Buckless, Mccombs, & Zuckerman, 1995) 17

18. Cooperative Learning Cooperative Learning empowers learners and provides them with autonomy and control to organize and regulate their own learning (Clifford, 1999; Thomson, 1998) 18

19. Cooperative Learning Cooperative Learning empowers learners and provides them with autonomy and control to organize and regulate their own learning (Clifford, 1999; Thomson, 1998) 19

20. Cooperative Learning Cooperative Learning increases interaction among learners as they restate, expand and elaborate their ideas in order to convey and/or clarify intended meaning. (Olsen & Kagan, 1992) 20

21. Cooperative Learning 2 1 3 4 Offers an embracing affective climate Generates interactive language Group work Promotes learner responsibility and autonomy A step toward individualizing instruction (Brown, 2001) 21

22. Cooperative Learning Individual Accountability Social and Small Group Skill Positive Interdependence 2 3 1 Cooperative Learning Face to Face Interaction 4 Group Processing 5 22

23. Learning Motivation Mainstream psychology defined motivation as the process whereby goal-directed activity is instigated and sustained (Pintrich & Schunk, 1996) 23

24. Learning Motivation The external or behavioral features of motivation Decision making 1 Activity level Persistence 2 3 (Oxford &Ehrman, 1993) 24

25. Participants Procedure of the study Experimental Designed Instrument Data Analysis Methodology 25

26. Participants 43undergraduate students from NTIT English reading class 19-26 years old International Trade 26

27. Procedure of the Study 27 Pilot study Formal study Heterogeneous group Homogeneous group Pretest in English reading comprehension Pretest in English reading comprehension Pretest in SILL Pretest in SILL Pretest in learning motivation Pretest in Learning motivation

28. Procedure of the Study 28 One semester cooperative learning English reading classroom One semester cooperative learning in English reading classroom Posttest in English reading comprehension Posttest in English reading comprehension Posttest in SILL Posttest in SILL Posttest in Learning motivation Posttest in Learning motivation Students interviews Students interviews

29. Experimental Design 29 Heterogeneous groups One English reading classroom Scientific method Homogeneous groups 23 participants One semester cooperative learning reading class Once a week 20 participants One semester cooperative learning reading class Once a week

30. Instruments 1 2 3 (Clement et al, 1994) The motivation questionnaire GEPT reading test (Basic level) The Strategy Inventory for Language Learning (Oxford, 1990) 30

31. Questionnaire 31 1 5 2 3 4 Strongly agree Strongly disagree Personal information Part 1 Part 2 Strategy Inventory for Language Learning( Oxford, 1990) ( Cronbach’s Alpha .966) Part 3 The Motivation questionnaire (Clement et al, 1994)

32. Questionnaire Questionnaire Memory Cognitive Comprehension Metacognitive Affective Social 1. Integrative 2. Instrumental 3. Motivation achieving learning goal 32 The learning motivation SILL

33. Data Analysis 33 Independent Sample T test to examine whether there are any differences on the reading achievement outcome and reading strategy use between the two grouping condition

34. Data Analysis 34 Pearson Correlation to examine whether there are any correlations among reading achievement, reading strategy use and learning motivation to examine whether there are any correlations between the use of reading strategy and learning motivation

35. Data Analysis 35 Qualitative Descriptions to investigate EFL technological university students’ learning motivations in a cooperative learning group

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