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Cooperative Learning and Learner Perceptions of Language Acquisition in College-level ESL Classrooms

ABSTRACT: This study investigates the effects of cooperative learning on the perceptions and feelings of college-level ESL students. Specifically, this study looks at ESL students' perceptions of how much language they are acquiring in class, how useful they feel in-class activities to be, and how affective factors such as happiness and boredom are influenced by cooperative learning. It was hypothesized that students in a cooperative learning-based classroom would perceive greater language acquisition than students in a "non-cooperative" classroom, that they would also feel classroom activities to be more useful, and that they would report more positive feelings concerning affective factors such as happiness and boredom. There were 20 participants in this study, all students at the University of Florida English Language Institute. 11 students were in an experimental group, a reading/writing class in which the teacher used Kagan's Structural Approach to cooperative learning, and nine were in a control group, also a reading/writing class, but one in which the teacher did not use cooperative learning. After three weeks of instruction, all participants were administered a survey that measured the feelings and perceptions described above. It was found that the students from the experimental (cooperative learning) group responded more negatively in all areas of perception and feeling than the control group, which was unexpected. The men in the experimental group were particularly negative. It was put forth that these unexpected results could be due to a number of factors, such as teacher styles or personalities, student personalities, or a possible negative correlation between men and cooperative learning. Further research is required to determine with any certainty whether these factors were truly influential in the results of this study.

ABSTRACT: This study investigates the effects of cooperative learning on the perceptions and feelings of college-level ESL students.

Yang berhubungan dengan landasan hukum Pemilihan Umum tahun 1977

PENDIDIKAN, ILMU PENGETAHUAN, TEKNOLOGI DAN PEMBINAAN
GENERASI MUDA 1. Pendidikan pada hakekatnya adalah usaha sadar untuk
mengembangkan kepribadian dan kemampuan di dalam dan di luar sekolah dan
berlangsung seumur hidup. Oleh karenanya agar pendidikan dapat dimiliki oleh
seluruh Rakyat sesuai dengan kemampuan masing-masing individu maka
pendidikan adalah tanggung jawab keluarga, masyarakat dan Pemerintah.
Pembangunan di ...

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Cuplikan pengalaman hidup / Emil Salim Pengalaman hidup dengan kreativitas / S.C. Utami Munandar Pengembangan kreativitas sepanjang masa / Conny Semiawan Kreativitas dalam kehidupan pribadi / Toety Herati Noerhadi Rangsangan, tantangan, dan ...

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