proposal 2009 6 1
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The Effect of Ability Grouping on Students’ Reading Strategy use and Reading Comprehension in the EFL
Classroom
The Effect of Ability Grouping on Students’ Reading Strategy use and Reading Comprehension in the EFL
Classroom
Presenter: Chen-Yo ChiAdvisor: Dr. Chin-Ling Lee
Date: June 1, 2009
Presenter: Chen-Yo ChiAdvisor: Dr. Chin-Ling Lee
Date: June 1, 2009
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Contents
11 Introduction
22 Literature Review
33 Methodology
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Introduction Reading is perhaps the most important skill for
learner of English who desire to achieve success in
English.
(Aderson, 2006)
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IntroductionReading is the essential means for learning new
information and it has the potential of opening new
ways of viewing the world and transforming the
world.
(Grabe ＆ Stoller, 2001; Hudelson, 1994)
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Statement of ProblemTeachers give little attention to students’ prior
knowledge, usage of reading strategies, and meta-cognitive abilities.
(Chiu, 1998; Lee, 2003)
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Statement of ProblemThe teacher-center teaching method does not involve
all students with their learning since some students are likely not to care about what is taught.
(Chen, 1998)
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Purpose of the Study
To investigate the effect of ability grouping on students’ reading achievement.
To investigate the effect of ability grouping on students’ reading achievement.
To investigate whether ability grouping drew out significant differences on students
reading strategy use and learning motivation in an EFL cooperating classroom
To investigate whether ability grouping drew out significant differences on students
reading strategy use and learning motivation in an EFL cooperating classroom
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Research Questions
Are there any significant differences on the achievement outcome on reading comprehension between the two grouping condition?
H0: There aren’t any significant differences on the achievement outcome on reading comprehension between the two grouping condition.
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Research Questions
Are there any difference on the reading strategy use between the two grouping conditions?
H0: There aren’t any difference on the reading strategy use between the two grouping condition
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Research Questions
What are students learning motivation toward English learning in a cooperative learning group?
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Literature ReviewCooperative Learning
Heterogeneous Ability Grouping
Homogeneous Ability Grouping
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Cooperative LearningCooperative learning is a way for students to help
each other maximize their learning by the
instructional use of small groups.
(Johnson, Johnson, and Holubec, 1994)
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Cooperative Learning
Cooperative Learning
Positive Interdependence
Individual Accountability
Interpersonal and Small Group Skill
Group Processing
Face-to- face Promotive Interaction
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Homogeneous Ability GroupingHomogeneous grouping refers to a way of grouping
in
which students with similar academic achievement are grouped together.
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Homogeneous Ability GroupingHomogeneous ability grouping allows teachers to
apply different instruction to the need of students of different academic levels, with an opportunity to offer high achiever more difficult materials and to provide low achievers more support .
(Feldhusen, 1989)
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Heterogeneous Ability GroupingHigh ability students participate and learn as least as
well as in heterogeneous group and seem to benefit
from working with people of diverse ability.
(Johnson ＆ Johnson, 1985)
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Research Methodology
Group Homogeneous Groups
Heterogeneous groups
Participants
Age
Numbers of participants
Period
The undergraduates of
NTIT
One semester One semester
19-26 19-26
21(pilot)
30 (formal)
21(pilot)
30 (formal)
The undergraduates of
NTIT
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Instrument
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GEPT reading and listening test (Basic level)
Strategy Inventory For Language Learning (SILL) questionnaire
The Motivation questionnaire
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SILLThe five point Liker scale
Categories of questionnaire: Memory strategies
Metacognitive strategies
Cognitive strategies
Affective strategies
Compensation strategies
Social strategies
Strongly disagree Strongly agree
1 2 3 4 5
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The Motivation Questionnaire
The five point Liker scale
Categories of questionnaire : Integrative Motivation
Instrumental Motivation
1 2 3 4 5
Strongly disagree Strongly agree
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Research Procedures
Pilot study
Formal study
Heterogeneous group
Homogeneous group
Pre-test
1. Reading and Listening performance test
2. SILL questionnaire
3. The motivation questionnaire
Pre-test
1. Reading and Listening performance test
2. SILL questionnaire
3. The motivation questionnaire
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Research Procedures Heterogeneous
groupHomogeneous
group
Reading instruction
Reading instruction
Post-test
1. Reading and Listening performance test at post-test
2. SILL questionnaire
3. The motivation questionnaire
Post-test
1. Reading and Listening performance test at post-test
2. SILL questionnaire
3. The motivation questionnaire
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Data AnalysisSPSS version 13.0 for windows
Pearson Correlation
Independent T test
To examine the reliability of the two questionnairesCronbach’s alpha
To examine the difference on group, gender, and achiever to students’ performance and strategy use
To examine the relationship between strategy and motivation
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