Power Point Proposoal

The Effect of Ability Grouping on Students’ Reading Strategy use and Reading Comprehension in the EFL

Classroom

TemplatePresenter: York Chi

Advisor: Dr. Chin-Ling LeeDate: December 31, 2009

2

Content

1 Introduction

2 Literature Review

3 Methodology

3

Research Questions

Purpose of the study

Statement of the Problem

Background of the Study

Introduction

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)

5

Background of the Study

Reading is the essential means for learning new

information and it has been the potential of opening

new ways of viewing the world and transforming the

world .

(Grabe & Sroller, 2001; Hudelson, 1994)

6

Statement of Problem

Teachers give little attention to students’ prior

knowledge, usage of reading strategies, and meta-

cognitive abilities.

(Chiu, 1998; Lee, 2003)

7

Statement of Problem

The teacher-center teaching method does not involve

all students with their learning since some students

are likely not care about what is taught.

(Chen, 1998)

8

Purpose of the Study

To investigate the effect of ability grouping on students’ reading achievementTo 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

9

Research Questions

Are there any significant differences on the achievement outcome on reading comprehension between the two grouping condition?

1

Are there any differences on the reading strategy use between the two grouping condition?

2

10

Research Questions

3What are students’ learning motivation toward English learning in a cooperative learning group?

Heterogeneous Ability Grouping

Homogeneous Ability Grouping

Learning Motivation

Reading Strategies

Cooperative learning

Literature Review

12

Cooperative Learning

Cooperative 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)

Cooperative Learning

Add Your Text

Add Your Text

Add Your Text

Add Your Text

Increase students’ intrinsic motivation

Build students’ self-confidence

Create concern an altruistic relationships

Decrease anxiety and prejudice

(Oxford , 1997)

Cooperative Learning

Group work

2

4

31

Generates interactive language

Offers an embracing affective climate

Promotes learner responsibility and autonomy

A step toward individualizing instruction

(Brown, 2001)

Cooperative Learning

Cooperative Learning1

23

4

5

Positive Interdependence

Individual Accountability

Social and Small Group Skill

Face to Face Interaction

Group Processing

16

Reading Strategies

Reading strategies refers to the deliberate mental

operations or actions that readers take voluntarily and

purposefully to develop an understanding of what

they read.

(Pritchard, 1990)

SILL

Direct Strategies Indirect Strategies

Reading Strategies

Memory

Cognitive

Compensation

Metacognitive

Affective

Social

(Oxford, 1990)

SILL

18

Learning Motivation

Motivation determines the extent of individual

learners’ involvement in L2 learning

(Oxford & Shearin, 1994)

19

Learning Motivation

Motivation is a key factor that influences the extent to

which learners are ready to learn autonomously.

(Spratt et al, 2002)

20

Homogeneous Ability Grouping

Homogeneous ability grouping allows teachers to

apply different instruction to the need of students of

different academic levels, with an opportunity to offer

high achieve more difficult material and to provide

low achievers more support.

(Feldhusen, 1989)

21

Heterogeneous Ability Grouping

High 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)

Instruments

Experimental Designed

Procedure of the study

Participants

Methodology

Data Analysis

Participants

International Trade

English reading class

19-26 years old

30 undergraduate students from

NTIT

Participants

Procedure of the StudyPilot study

Formal study

Heterogeneous group

Homogeneous group

Pre-test

1. Reading test

2. SILL questionnaire

3. Learning motivation questionnaire

Pre-test

1. Reading test

2. SILL questionnaire

3. Learning motivation questionnaire

25

Procedure of the Study

Heterogeneous group

Homogeneous group

Reading instruction

Reading instruction

Post-test

1. Reading test at post-test

2. SILL questionnaire

3. Learning motivation questionnaire

Post-test

1. Reading at post-test

2. SILL questionnaire

3. Learning motivation questionnaire

Experimental Designed

Heterogeneous groups

15 participantsOne semesterSame material Same instructor

Homogeneous groups 15 participants One semester Same material Same instructor

English reading Classroom

Fuzzy C mean

Excel

Instruments

1

3 2

GEPT reading test (Basic level) Strategy

Inventory For Language Learning (SILL) questionnaire

Learning Motivation

28

Questionnaire

Five point Likert scale

Strongly disagree Strongly agree

1 2 3 4 5

Part 1

Part 2

Part 3

Personal information

Strategy Inventory for Language Learning( Oxford, 1990)

The Motivation questionnaire (Clement et al, 1994)

29

Questionnaire

SILL

Memory

Cognitive

Compensation

Metacogitive

Affective

Social

Items 1 to 9

Items 10 to 23

Items 24 to 29

Items 30 to 38

Items 39 to 44

Items 45 to 50

30

Questionnaire

Learning Motivation

1 integrative

instrumental

motivation achieving learning goal

2

3

31

Questionnaire

Part 1. Personal information

32

Questionnaire

Part 2. SILL

33

Questionnaire

Part 3. Learning Motivation

34

Data Analysis

Independent T test

Pearson Correlation

To exam the reliability of the two questionnaires

SPSS version 13.0

To exam the difference on group, gender, and achiever to students’ performance and strategy use

To exam the relationship between strategy use and learning motivation

Cronbach’s alpha

www.themegallery.com