東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Effectiveness of instructional strat...

Chen, Mei-Ling.

FindBook

Google Book

Amazon

博客來

Effectiveness of instructional strategies emphasizing cooperative learning in the acquisition of English by Taiwanese university students.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Effectiveness of instructional strategies emphasizing cooperative learning in the acquisition of English by Taiwanese university students./
作者:	Chen, Mei-Ling.
面頁冊數:	222 p.
附註:	Adviser: William J. Leary.
Contained By:	Dissertation Abstracts International68-03A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3256801

Effectiveness of instructional strategies emphasizing cooperative learning in the acquisition of English by Taiwanese university students.
Chen, Mei-Ling.

Effectiveness of instructional strategies emphasizing cooperative learning in the acquisition of English by Taiwanese university students. - 222 p.

Adviser: William J. Leary.

Thesis (Ph.D.)--Lynn University, 2007.

The primary purpose of this study was to explore and analyze Taiwanese university students in the effectiveness of cooperative learning strategies in the acquisition of English. This study employed the Theory of Second Language Acquisition (SLA) and Cooperative Learning (CL) as the framework to explain the interrelationship among second language learner factors, cooperative learning strategies, and English language proficiency (ELP).Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Effectiveness of instructional strategies emphasizing cooperative learning in the acquisition of English by Taiwanese university students.
LDR:03660nam 2200325 a 45 001 955972
005 20110623
008 110624s2007 ||||||||||||||||| ||eng d
035 $a (UMI)AAI3256801
035 $a AAI3256801
040 $a UMI $c UMI
100 1 $a Chen, Mei-Ling. $3 1279417
245 1 0 $a Effectiveness of instructional strategies emphasizing cooperative learning in the acquisition of English by Taiwanese university students.
300 $a 222 p.
500 $a Adviser: William J. Leary.
500 $a Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 0978.
502 $a Thesis (Ph.D.)--Lynn University, 2007.
520 $a The primary purpose of this study was to explore and analyze Taiwanese university students in the effectiveness of cooperative learning strategies in the acquisition of English. This study employed the Theory of Second Language Acquisition (SLA) and Cooperative Learning (CL) as the framework to explain the interrelationship among second language learner factors, cooperative learning strategies, and English language proficiency (ELP).
520 $a This nonexperimental, correlational study used convenience sampling. Participants from Taiwan received e-mail invitations and voluntarily completed the online survey questionnaires. The survey was administered to a sample of undergraduate students who had attended the daytime Fortune Institute of Technology of Kaohsiung in Taiwan and had studied English as a foreign language. There were 396 online questionnaires applicable for data analysis.
520 $a There were three significant variables in this research, including language learner factors, cooperative learning strategies, and English language proficiency. The independent variables were language learner factors and cooperative learning strategies. The dependent variable was English language proficiency. Language learner factors were measured by Taiwanese university students' perceptions of learning English and included six dimensions: motivational intensity, language classroom anxiety, language aptitude, classroom social distance, frequency of participation in cooperative learning, and English language proficiency. The content of the online survey included two parts. The first part contained socio-demographic characteristics of gender, age, education category and years of experience learning English. The second part inquired about language learner factors, cooperative learning strategies, and English language proficiency. The data analysis employed the statistical software of SPSS to conduct descriptive analysis, multiple regression analysis, reliability analysis, and validity analysis.
520 $a Findings indicated that learner factors of motivation, anxiety, language aptitude, social distance, and learning strategies had a strong positive and significant relationship with English language proficiency. In addition, frequency of participation in cooperative learning strategies had a moderately strong relationship with English language acquisition proficiency. Findings also indicated age and gender of learner factors rarely appear to affect English language proficiency, but these may be fundamental requirements for English language acquisition proficiency. The practical implications, limitations, and recommendations for future study are further discussed.
590 $a School code: 1381.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Higher. $3 543175
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Language, Linguistics. $3 1018079
690 $a 0279
690 $a 0290
690 $a 0727
690 $a 0745
710 2 $a Lynn University. $3 1020769
773 0 $t Dissertation Abstracts International $g 68-03A.
790 $a 1381
790 1 0 $a Leary, William J., $e advisor
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3256801