1. The Impacts of Cooperative
Learning on Anxiety and
Proficiency in an EFL Class
◆ Presenter: Joanne Ho
◆ Instructor: Dr. Pi-Ying Hsu
◆ Date: Dec, 3, 2012
2. Citation
Suwantarathip, O., & Wichadee, S. (2010) The
Impacts Of Cooperative Learning on Anxiety
and Proficiency In An EFL Class Journal of
College and Learning,
7 (11), 51-57.
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3. Contents
1 Introduction
2 Literature Review
3 Methodology
4 Result & Discussion
5 Limitation
2
4. Introduction
Anxiety can create a divided attention scenario
for anxious students; they are focused on both
the task at hand and their reaction to it.
(MacIntyre 1995; 96)
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5. Literature Review
The important role of language anxiety in
foreign language learning has been
demonstrated in several studies showing a
negative correlation between high levels of
anxiety and language achievement.
(Saguanpong, 2007)
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6. Literature Review
Cooperative approach creates a supportive
learning setting; it decreases competitiveness
and individualism but increase opportunities to
actively construct or transform the knowledge
among students.
(Johnson &Johnson 1995)
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7. Objective of the Research
1 2 3
To compare the To compare the mean To examine the
mean score of scores of English students’ opinions
learning score of proficiency before toward cooperative
learning anxiety and after learning learning.
before and after with cooperative
learning with learning activities.
cooperative
learning activities.
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8. Research Methodology
Research Design
Text Text
40 students
Pre-test
Txt Text
EN 211 Post-test
Text 2009 Text
Data Collection
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9. Research Methodology
Instruments
Communication Apprehension
1.
Test Anxiety (FLCAS)
2.
Fear of Negative Evaluation
3.
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10. Results
The reduction in the FLCAS mean score of all statements reached
statistical significance.
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11. Results
Language anxiety in each group is presented below.
Anxiety of the three groups form pre-FLCAS was not significantly
different.
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12. Results
Anxiety of the three groups form post-FLCAS was not significantly
different.
Students’ anxiety between the pre and post-FLCAS was significantly
different.
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13. Results
Students’ anxiety decreased significantly in each
group.
Results show that cooperative learning helped
students to have lower anxiety.
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14. Results
Results show that cooperative learning approach
used in class proved rather effective.
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15. Discussion and Conclusion
Previous Study
Teachers’ Job Results are
supported by
Findings Teachers are previous study that
The findings responsible to find cooperative
support the use of techniques or learning can
cooperative method that don’t contribute to the
learning as part of cause any anxiety improvement of
the language in class. students’ language
learning method proficiency.
due to students’
reduction of
anxiety and higher
language
proficiency.
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16. Limitation
In addition to cooperative learning
approach, other techniques dealing with
anxiety should be investigated for their
effectiveness.
A study of strategies to cope with foreign
language anxiety employed by students
should be conducted to analyze their
effectiveness.
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