1. Effects of the Learning Together Model of Cooperative Learning on English as a Foreign Language Reading Achievement, Academic Self-Esteem, and Feelings of School Alienation
Presenter: York Chi 戚禎祐
Instructor: Dr. Pi-Ying Hsu
Date: April 20, 2009

2. Ghaith, G. (2003). Effects of the Learning Together
Model of Cooperative Learning on English as a
Foreign Language Reading Achievement,
Academic Self-Esteem, and Feelings of School
Alienation. Bilingual Research Journal, 27(3),

3. Content Introduction 1 Research Questions 2 Research Methodology 3
Result ＆Conclusion 4 1
My Reflection 5

4. Introduction
Cooperative language learning has been proclaimed as an effective
instructional approach in promoting the cognitive and linguistic
development of learners of English a s a Second Language (ESL)
or English as a Foreign Language (EFL).
(Kagan, 1995; Kessler, 1992; McGroarty, 1993)

5. Introduction provide learner with autonomy3 2
provide learner with autonomy
and control to organize and regulate their own learning 1
Active participation in genuine conversations
collaborative problem-solving activities.

6. Introduction LT Model Positive interdependence Social and
face-to-face interaction
LT Model
Social and
collaborative
skill
Individual accountability
Group processing

7. Purpose
To examine the theoretical relevance and efficacy of cooperative
learning as an instructional approach in a multilingual and
traditional school context

8. Research Questions
Is the Learning Together CL model more effective than whole-class instruction in promoting the EFL reading achievement of multilingual Lebanese learners?
Is the Learning Together CL model more effective than whole-class instruction in promoting the academic self-esteem of multilingual Lebanese EFL learners?
Is the Learning Together CL model more effective than whole-class instruction in decreasing the feeling of school alienation of multilingual Lebanese EFL learners?

9. Research Methodology Group Experimental Group Control Group
Participants
Secondary school EFL learners from a suburban high school in Lebanon
Secondary school EFL learners from a suburban high school in Lebanon
Age
15-16
15-16
Numbers of participants 28 28
Period
10 weeks
10 weeks

10. Research Methodology Pretest 10 weeks experiment Posttest
Five-item Likert subscale were use to measure students' academic self-esteem
Eleven-item Likert subscale were use to measure students’ feelings of alienation from school
10 weeks experiment
Posttest

11. Result ＆Conclusion
No significant differences between the control and experimental groups in academic self-esteem and alienation from school.

12. Result ＆Conclusion
Significant differences were showed between the two groups
in academic achievement

13. Result ＆Conclusion Learning Together CL model is more effective than
comparable regular textbook instruction in improving EFL
reading achievement of Lebanese high school students.
Reading achievement in L2 can be improved through small-
group cooperative interaction among peers in a supportive
and stress-reduced environment.

14. My Reflection
The study did not favor CL as superior to whole-class instruction in enhancing students’ academic self esteem and in decreasing their feelings of alienation at school. Why?

15. My Reflection The time of the experiment was not long enough
There is a need to conduct further longitudinal and
naturalistic studies in the future.

16. Thank You !