1. 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

2. Contents 1
INTRODUCTION 2
LITERATURE REVIEW 3
METHODOLOGY

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

4. 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)

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

6. 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)

7. 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

8. 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?

9. Literature Review Cooperative Learning Heterogeneous Ability Grouping
Homogeneous Ability Grouping

10. 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.

11. 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

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

13. 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)

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

15. 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.

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

17. 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

18. Instrument The Motivation questionnaire3 2
The Motivation questionnaire 1
Performance test.
Strategy Inventory For Language Learning (SILL) questionnaire

19. 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

20. 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

21. 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

22. 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

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

24. Thank You !