透過合作學習之人際互動與溝通提升英語學習成效之研究

Cooperative Learning Based on Interpersonal Interaction and Communication Competence for Improving EFL Learning

本研究之目的是調查透過合作學習之人際互動與溝通能力模式對提升英語學習的成效。研究對象是台灣之科技大學學生，研究方法是以質性訪談方式來搜集資料，在四個月研究期間中，由同一位英文老師同時指導兩個班級之學生，分別採用傳統文法翻譯法與合作學習策略。結論顯示，合作學習策略組學生表現出樂於尋求同儕幫助、接受同儕輔導的學習模式；在合作學習環境中，藉由激勵學生的自我學習責任，使學生被鼓勵尋求他人協助並接受同儕輔導，學生會更能以互動方式使用目標語言，藉此促進其學習的自我改善與自我增強。同時，結論強調，同儕互動的合作學習模式，不能忽略學習者的自我調控能力，亦即學習者必須為學習負責，同時兼具解決問題的能力。因此，培養學生自我調控學習及解決學習困難是學習英語中不容忽視的重要課題。

The study investigated the effects of cooperative learning based on interpersonal interaction and communication competence for improving English as a Foreign Language (EFL) learning of technical college students in Taiwan. Data were gathered using qualitative interviews. For four months, the same teacher instructed both groups using traditional grammar translation whole class method and cooperative learning strategies. The results certify that: (a) students in a cooperative learning strategy group which emphasizes help-seeking behavior and tutoring assistance from peers show their willingness to study in EFL settings; (b) by motivating students with their learning self-responsibility in a cooperative learning environment where help seeking and tutoring assistance from peers are encouraged, students are able to use the target language in an interactive way and advance their self-improvement and selfreinforcement. The study concludes that incorporating the strategy of peer interaction in a cooperative way cannot be evaluated without looking at the competence of learners’ self-regulation, which is considered to be a principal concept in charge of learners’ responsibility in problem-based learning. The students’ development as selfregulated learners is an important topic and should not be neglected within the EFL domain of problem-based and solving learning.