과제중심 협력학습이 학습자의 학업성취도와 정의적 영역에 미치는 영향

Abstract

The purpose of this research is to investigate the effect of task-based collaborative learning (TBCL) on students' achievement and affective domains, focused on the low level students of college English reading class. To this end, the following three research questions were addressed: 1) How does TBCL affect their academic achievement? 2) How does TBCL have an impact on their affective domains such as foreign language classroom anxiety, foreign language reading anxiety, motivation, and attitude? 3) What is a correlation between their achievement and affective domains in TBCL? Participants were 101 college students mainly composed of freshmen(35 males, 18 females in the experimental group; 30 males, 18 females in the control group), who took 'English Reading 100' course in J university. In the experiment group, TBCL was applied, while task-based whole class teaching method was utilized in the control group. To answer the three research questions, the pre-survey and the post-survey related to their background and affective domains, the diagnostic evaluation, the post evaluation, and the post open ended questions were carried out. After that, the collected data were quantitatively and qualitatively analyzed, using the statistic software SPSS 18 and the content analysis. The results of quantitative analysis showed that: 1) TBCL contributed to improving their academic achievement in the experimental group. 2) TBCL promoted the learners to feel less foreign language classroom anxiety and foreign language reading anxiety than before; and it helped them to develop their more positive motivation and attitude than before. 3) only foreign language classroom anxiety was correlated with their achievement within the experiment group, except for the other affective domains: foreign language reading anxiety, motivation, and attitude. In the control group, however, their achievement was not correlated with any affective domains. It was also found in qualitative analysis that TBCL had more positive impact on the academic achievement and affective domains of the low level students of college English reading class, rather than the task-based whole class teaching. For example, the students in the control group did complain that they had little chance to make themselves understood in English and that it was difficult to deal with the tasks alone. Those in the experimental group, however, said that participating in TBCL activity enabled them to have in a long term memory what they learned and devote themselves to leaning English and that it was because the class was interesting.