The Impacts Of Cooperative Learning On Anxiety And Proficiency In An EFL Class

Suwantarathip, Ornprapat; Wichadee, Saovapa

doi:10.19030/tlc.v7i11.252

Cited by 37 publications

(33 citation statements)

References 3 publications

(3 reference statements)

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“…This finding is partly consistent with Zhou et al's (2005) study on Chinese graduate students studying in Canada, which concluded that they seldom participate in class due to their unfamiliarity with the interaction format in Canada and the lack of background knowledge of Canadian culture. This finding is inconsistent with Young's (1990) and Suwantarathip and Wichadee's (2010) study which concluded that students who work in small groups experience low anxiety.…”

Section: Discussioncontrasting

confidence: 82%

“…Besides all of the factors mentioned above, many other factors such as learners' self-confidence (Clément;1980;Casado & Dereshiwsky, 2004), language self (Horwitz, et al, 1986), tolerance of ambiguity (Ehrman & Oxford, 1995), unwillingness to communicate (Liu & Jackson, 2008), fear of speaking (Horwitz et al, 1986;Mak, 2011), attitudes toward language classes (Aida, 1994;Mak, 2011), fear of failing the language class (Aida, 1994;Mak, 2011), teachers' attitudes or characteristics (Young, 1990), teaching pedagogies (Suwantarathip & Wichadee, 2010;Young, 1990Young, , 1999, etc., are all found to be associated with FL or SL anxiety.…”

Section: Introductionmentioning

confidence: 99%

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Taiwanese Graduate Students’ Personal Experiences on Culturally Related Language Anxiety and Adjustment

Huang¹

2014

JEDP

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This study aims to understand Taiwanese graduate students' personal experiences with culturally-related language anxiety and adjustment in academic settings and utilizes an adapted version of FLCAS (Horwitz, Horwitz, & Cope, 1986), in-depth interviews, and focus groups. The results suggested that these Taiwanese graduate students' primary issues associated with culturally-related language anxiety and adjustment are listening comprehension, participation in group discussions, and Taiwanese students' mixed feelings among members of the same nationality.

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Section: Discussioncontrasting

confidence: 82%

Section: Introductionmentioning

confidence: 99%

Taiwanese Graduate Students’ Personal Experiences on Culturally Related Language Anxiety and Adjustment

Huang¹

2014

JEDP

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“…Results showed that there were no statistically significant differences between pretest and posttest scores. Suwantarathip and Wichadee [8] studied the impacts of cooperative learning on anxiety and proficiency in an English class using cooperative learning strategy. The Standardized Foreign Language Classroom Anxiety Scale and two proficiency tests covering reading and writing skills, respectively, were used as the outcome measures.…”

Section: Introductionmentioning

confidence: 99%

Objective outcome evaluation of a leadership and intrapersonal development subject for university students

Shek¹,

Sun

Tsien-Wong

et al. 2013

International Journal on Disability and Human Development

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A quasi-experimental study with an experimental group (n = 195) and a control group (n = 71) was conducted to examine the effectiveness of a leadership and intrapersonal development subject at The Hong Kong Polytechnic University. Results showed that there were no significant differences between the two groups in terms of gender ratio, age, and background family characteristics. Analyses of covariance controlling for pretest differences between the two groups revealed that students in the experimental group generally showed higher levels of psychosocial competence in terms of composite variables that include resilience, social competence, emotional competence, cognitive competence, behavioral competence, self-determination, self-efficacy, and beliefs in the future. In conjunction with other sources of evaluation findings, the present study suggests that this subject is able to promote the holistic development of Chinese university students in Hong Kong.

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“…The reason why their anxiety decreased was probably because this learning environment provided opportunities for students to support, encourage, and praise each other. In such an atmosphere, students may feel more relaxed to try out new ideas (Suwantarathip & Wichadee, 2010(. From the results presented in this chapter, it seems clear that the students viewed CR group discussions to be a valuable learning tool, especially as they became more comfortable with each other. Student-led literature discussion is…”

Section: Discussionmentioning

confidence: 87%

The Effect of Collaborative Reasoning Discussion on EFL Learners’ Anxiety

Soleimanirad

Shangarffam

2016

TPLS

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Abstract-This study was an attempt to investigate whether Collaborative Reasoning (CR) had any significant effect on pre-intermediate EFL learners' anxiety. To fulfill the purpose of this study, 60 female students who studied in Iranmehr language institute at pre-intermediate level were selected from a total number of 88 participants based on their performance on a piloted PET (2009) .Then a piloted anxiety questionnaire was assigned to the experimental and control groups having 30 participants each. The same content (2 story books) was taught to both groups throughout the 18-session treatment with the only difference that the experimental group was taught CR strategies while in the control group the common comprehension-based approach was applied. At the end of the instruction, the piloted anxiety questionnaire post-test was administered to the participants of both groups. The mean scores of the groups on pretest and posttest were computed through ANCOVA to investigate the research question raised in the study which led to the rejection of the null hypothesis. Thus, teaching CR strategies proved to have a significant effect on pre-intermediate EFL learners' anxiety.

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The Impacts Of Cooperative Learning On Anxiety And Proficiency In An EFL Class

Abstract: ABSTRACT

Cited by 37 publications

References 3 publications

Taiwanese Graduate Students’ Personal Experiences on Culturally Related Language Anxiety and Adjustment

Taiwanese Graduate Students’ Personal Experiences on Culturally Related Language Anxiety and Adjustment

Objective outcome evaluation of a leadership and intrapersonal development subject for university students

The Effect of Collaborative Reasoning Discussion on EFL Learners’ Anxiety

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