English Cooperative Learning Mode in a Rural Junior High School in China

Autor/inn/en	Zhang, Haiyan; Peng, Wen; Sun, Liuhua
Titel	English Cooperative Learning Mode in a Rural Junior High School in China
Quelle	In: Journal of Education and Training Studies, 5 (2017) 3, S.86-96 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Rural Schools; Foreign Countries; Cooperative Learning; Teaching Methods; Statistical Analysis; Questionnaires; English (Second Language); Second Language Learning; English Teachers; Correlation; Junior High Schools; Comparative Analysis; Junior High School Students; Academic Achievement; Second Language Instruction; China + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Ausland; Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse; Fragebogen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Korrelation; Sekundarstufe I; Junior High Schools; Student; Students; Schüler; Schülerin; Schulleistung; Fremdsprachenunterricht
Abstract	Cooperative learning is one of the most recognized and fruitful research areas in modern education practice. It has been widely used in many countries as an effective teaching strategy to improve class efficiency and students' comprehensive language ability since the 1990's. This paper takes JA Junior High School, a rural junior high school in Nantong, China, as a case to explore its English cooperative learning mode. A questionnaire was designed based on nine factors namely learning expectation, learning interest, learning initiative, emotional experience, cooperative awareness, cooperative ability, learning effectiveness, learning evaluation and English usage level. The purpose is to try to find whether gender, grade and academic achievements have an effect on English cooperative learning. 515 valid questionnaires were collected and analyzed by t-test and One-way ANOVA. After analysis, it turned out that these three factors have an impact on the effectiveness of English cooperative learning. The results showed that the differences of gender, grade and academic achievements should be taken into consideration in accordance with the characteristics of rural middle school in constructing the English cooperative learning mode. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01