Presenter: Chen-Yo Chi Advisor: Dr. Chin-Ling Lee Date: June 1, 2009 The Effect of Ability Grouping on Students’ Reading Strategy use and Reading Comprehension in the EFL Classroom Presenter: Chen-Yo Chi Advisor: Dr. Chin-Ling Lee Date: June 1, 2009

Contents 1 INTRODUCTION 2 LITERATURE REVIEW 3 METHODOLOGY

Introduction Anderson (2006) argues that reading is perhaps the most important skill for learner of English who desire to achieve success in English.

Introduction Reading is the essential means for learning new information and it has the potential of opening new ways of viewing the world and transforming the world. (Grabe ＆Stoller, 2001; Hudelson, 1994)

Statement of Problem Teacher give little attention to students’ prior knowledge, usage of reading strategies, and meta-cognitive abilities. (Lee, 2003; Chiu, 1998)

Statement of Problem The teacher-center teaching method does not involve all students with their learning since some students are likely not to care about what is taught. (Chen, 1998)

Purpose of the Study To investigate the effect of ability grouping on students’ reading achievement. To investigate whether ability grouping drew out significant differences on students reading strategy use and learning motivation in an EFL cooperating classroom

Research Questions What there significant differences on the achievement outcome on reading comprehension between the two grouping condition? What are the difference on the reading strategy use between the two grouping conditions? What are students learning motivation toward English learning in a cooperative learning group?

Literature Review Cooperative Learning Heterogeneous Ability Grouping Homogeneous Ability Grouping

Cooperative Learning Johnson, Johnson, and Holubec (1994) stated that cooperative learning is a way for students to help each other maximize their learning by the instructional use of small groups.

Individual Accountability Interpersonal and Small Group Skill Cooperative Learning Individual Accountability 2 3 Positive Interdependence Interpersonal and Small Group Skill 1 Cooperative Learning 4 5 Face-to- face Promotive Interaction Group Processing

Homogeneous Ability Grouping Homogeneous grouping refers to a way of grouping in which students with similar academic achievement are grouped together.

Homogeneous Ability Grouping Homogeneous ability grouping allows teachers to apply different instruction to the need of students of different academic levels, with an opportunity to offer high achiever more difficult materials and to provide low achievers more support . (Feldhusen, 1989)

Heterogeneous Ability Grouping Heterogeneous ability grouping is a strategy of grouping which allows students with different academic achievement to learn in the same group.

Heterogeneous Ability Grouping Johnson and Johnson (1985) argued that high ability students participate and learn as least as well as in heterogeneous group and seem to benefit from working with people of diverse ability.

Heterogeneous Ability Grouping Hawkin (1999) found that most students preferred the heterogeneous class.

Research Methodology Homogeneous Groups Heterogeneous groups Group Participants The undergraduates of NTIT The undergraduates of NTIT Age 19-26 19-26 Quantity 21(pilot) 30 (formal) 21(pilot) 30 (formal) Period One semester One semester

Instrument The Motivation questionnaire 3 2 The Motivation questionnaire 1 Performance test. Strategy Inventory For Language Learning (SILL) questionnaire

The five point Liker scale SILL The five point Liker scale Categories of questionnaire: Memory strategies Metacognitive strategies Cognitive strategies Affective strategies Compensation strategies Social strategies 1 2 3 4 5 Strongly disagree Strongly agree

The Motivation Questionnaire The five point Liker scale Categories of questionnaire : Integrative Motivation Instrumental Motivation 1 2 3 4 5 Strongly disagree Strongly agree I

Research Procedures Pilot study Formal study Heterogeneous group Homogeneous group Pre-test Reading and Listening performance test SILL questionnaire The motivation questionnaire Pre-test Reading and Listening performance test SILL questionnaire The motivation questionnaire

Research Procedures Heterogeneous group Homogeneous group Reading instruction Reading instruction Post-test Reading and Listening performance test at post-test SILL questionnaire The motivation questionnaire Post-test Reading and Listening performance test at post-test SILL questionnaire The motivation questionnaire

Data Analysis SPSS 13.0 Independent Pearson T Correlation test Cronbach’s alpha

Thank You !