1. 1 Advisor : Ashley Chen ( 陳祥頤 ) Presenter : Karen Peng 96421160 ( 彭千芸 ) Shirley Pan 96423681 ( 潘娟娟 ) Department of Applied English Ming Chuan University

2. 2 I. Background II. Literature Review III. Methodology IV. Results V. Conclusions & Suggestions

3. Chapter 1 3

4. 4 Background and Motivation Purposes of the Study Research Questions Significance of the Study

5. Conversation Class  Role play  Cooperative Learning  Games  Q & A  Group Discussion  Stories  Songs 5

6. Previous Studies  Chiu (2002) investigated the speaking confidence in English conversation classes.  Peter (2002) probed that learners’ evaluation of teacher-fronted and student-centered in classroom activities.  Chi (2008) pointed out that group discussion is dominant in EEL classroom teaching. 6

7. It was attempted to investigate what activities in conversation classroom could raise students’ learning autonomy. It was aimed to report what conversation classroom activities were often used by teachers in classroom. It was intended to find out what type of activities students would probably highly accept. 7

8.  What activities in conversation classroom could raise students’ learning autonomy? What kind of conversation classroom activities do teachers often used? Which sort of conversation classroom activities do students prefer generally? 8

9. To oral conversation teachers To language learners 9

10. Chapter 2 10 Chapter 2

11. Role Play Group Discussion Stories Cooperative Learning Q&A Games Songs Language Learning Autonomy 11

12. Role Play  Su (2008) advocated that role-play could promote students’ participation in activities positively.  Su (2008) claimed that there were three dimensions in role play. 12

13. Group Discussion  Harmer (2001) pointed out that it would enhance students’ learning autonomy.  Group discussion could motivate students’ critical thinking, active learning, and improve their comprehension in reading and writing (Day, 2002; Fang, 2002; Tung, 2002). 13

14. Stories Gibson (1975) reported that strip story could help students develop discourse competence. Cooperative Learning  Kagan (1995) noted that in the language learning classroom, it was often combined with the cooperative learning and communicative language teaching. 14

15. Q&A  Q&A was the most frequent-use way of all kinds of activities in classroom (Chang, 1991).  Jones (1991) had shown that open questions may enhance learners’ interaction. 15

16. Games  Students felt cheerful, inspired their learning, and in the energetic atmosphere in games (Yeh,2010).  Yeh(2010) found that there were three significant meanings of teaching by games. Songs  Wen (2008) indicated that singing English songs would be beneficial for students in listening ability. 16

17. Language Learning Autonomy  Gardner (1999) declared learning autonomy was a learning process.  Nunan (1997) asserted that there were five stages that could be used to encourage learners learning autonomy.  Chou (2004) stressed that it was necessary to increase the learning autonomy in the EFL classroom. 17

18. Chapter 3 18 Chapter 3

19. 19 Research Design Research Hypotheses Instrument Data Collection Procedures Variables

20. In this study, the researchers used quantitative research and non- experimental method. There were two major research methods in this study: literature survey and questionnaire survey. 20

21. Questionnaires The questionnaire which was discussed and designed by the researchers was about learning autonomy inventory and arranging choices in order on oral conversation classroom. 21

22. In English learning inventory there were two parts. There were two items in part I : gender and year. There were 51 items in part Ⅱ. 22

23. The scale was based on a 5-point Likert scale, There were 7 conversation classroom activities. Each activity has 7 questions. The question # 50 was to explore what conversation classroom activities often used in conversation classroom. The question # 51 was to indicate what conversation classroom activities favored by students. 23

24. Collected the related books, theses, and journals in conversation classroom activities and English learning autonomy. Referred to some theses making the English learning autonomy inventory. Used SPSS analysis to explore the relationship between English learning autonomy and conversation classroom activities. 24

25. Dependent Variables:  Students’ Autonomy Levels Independent Variables:  Year of Study  Gender  Role Play  Cooperative Learning  Games  Q & A  Group Discussion  Stories  Songs 25

26. 26 Chapter 4

27. 27 Data Analyzing Process Descriptive Statistical Analyses of the Questionnaire  Table 1  Table2  Table3  Table4  Table5  Table6

28.  Questionnaire  SPSS T-Test  Discussions and Findings 28

29. Note: 1.Strongly disagree 2. Disagree 3. Neutral 4. Agree 5. Strongly agree 32 30

30. Table 2: T-test on Autonomy Level Raised by Different Activities between Male and Female

31. 31 Table 3: T-test on Autonomy Level Raised by Different Activities between Freshmen and Sophomore

32. 32 Table 4: Differences in Autonomy Level Raised by 7 Activities between Genders and Years of Study (Cont’)

33. 33 Table 4: Differences in Autonomy Level Raised by 7 Activities between Genders and Years of Study (Cont’)

34. 35 Table 4: Differences in Autonomy Level Raised by 7 Activities between Genders and Years of Study (Cont’)

35. 35 Table 4: Differences in Autonomy Level Raised by 7 Activities between Genders and Years of Study (Cont’)

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37. 37 Table 6: The Results of Students’ Favorite Activities of Arranging Choices in Order on Oral Conversation Classroom

38. 38 Chapter 5

39. 39 Summary and Discussions Pedagogical Implications Limitations of the study Suggestions for Further Studies

40.  What activities in conversation classroom could raise students’ learning autonomy?  What conversation classroom activities did teachers often use?  What conversation classroom activities did students like? 40

41.  To promote students’ learning autonomy.  To realize what activities could train their communication skills and learning autonomy.  To find out which activities could enhance their needs and proficiency level. 41

42.  The participants  These activities were not an efficacious instrument 42

43.  A quantitative survey, and a qualitative research.  Rural areas or remote districts in Taiwan. 43

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