STAD 협동학습을 통한 토익 독해 수업의 효과
The effects of TOEIC reading comprehension classes using STAD cooperative learning
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초록
The purpose of this study is to examine the effects of TOEIC reading comprehension classes using STAD cooperative learning. For the study, the research was implemented for 15 weeks with seventy-one Korean university EFL students. The thirty-five students took TOEIC reading classes using STAD cooperative learning as an experimental group and thirty-six took TOEIC reading classes traditionally as a control group. Results of the study showed that there was no statistically significant difference between both groups in the mid-term exam. However, the experimental group showed more improvement than the control group in the final exam, which showed a difference statistically. This suggests that STAD cooperative learning is effective in TOEIC reading comprehension classes. Moreover, Students’ satisfaction toward the class revealed that STAD cooperative learning is suitable for a TOEIC reading comprehension class. In addition to this result, collaborative and participatory learning styles were factors influencing cooperative learning satisfaction. This finding indicates that teachers should consider learners with various learning styles to apply cooperative learning effectively to the class. Based on this study, some guidelines for effective cooperative learning and TOEIC reading classes were suggested.
Abstract
The purpose of this study is to examine the effects of TOEIC reading comprehension classes using STAD cooperative learning. For the study, the research was implemented for 15 weeks with seventy-one Korean university EFL students. The thirty-five students took TOEIC reading classes using STAD cooperative learning as an experimental group and thirty-six took TOEIC reading classes traditionally as a control group. Results of the study showed that there was no statistically significant difference between both groups in the mid-term exam. However, the experimental group showed more improvement than the control group in the final exam, which showed a difference statistically. This suggests that STAD cooperative learning is effective in TOEIC reading comprehension classes. Moreover, Students’ satisfaction toward the class revealed that STAD cooperative learning is suitable for a TOEIC reading comprehension class. In addition to this result, collaborative and participatory learning styles were factors influencing cooperative learning satisfaction. This finding indicates that teachers should consider learners with various learning styles to apply cooperative learning effectively to the class. Based on this study, some guidelines for effective cooperative learning and TOEIC reading classes were suggested.
참고문헌 (42)
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