The Impact of Cooperative Learning on EFL Achievers’ and Underachievers’ Motivation Based on Marginal Utility
DOI:
https://doi.org/10.17507/jltr.1302.24Keywords:
cooperative learning, learning motivation, EFL achievers, EFL underachievers, marginal utilityAbstract
This study explores the change of EFL learners' motivation in learning English with the increase of CL time based on marginal utility. Thirty learners from an intact class in Grade 10 were selected through their performance on a piloted sample Preliminary English Test. Learners were assigned to achievers and underachievers groups. The questionnaire of motivation, based on the Attitude/Motivation Test Battery (AMTB), was given to both groups as a pretest. All participants underwent the same amount of teaching time and same material with the same teacher during seven-week CL, 35 sessions taking 45 minutes each. The same questionnaire was administered again at the end of one week, three-week, five-week and seven-week treatments respectively to both groups and their scores on the questionnaires were compared through an analysis of Paired Samples t-test and ANOVA. The findings showed that after one week CL, both the achievers’ and underachievers’ motivations were significantly improved compared with those in pretest; after three-week CL, the underachievers’ intrinsic and extrinsic motivations and achievers’ extrinsic motivation declined significantly compared with those of Week One, while the latter’s intrinsic motivation has no significant change; after five-week CL, underachievers’ motivation didn’t change significantly compared with their motivation in the pretest, which means that the marginal utility took place in underachievers’ motivation during three-week to five-week CL; after seven-week CL, the achievers’ motivation increased significantly compared with their motivation in the pretest, indicating there was no marginal utility for achievers’ motivation during seven-week CL.
References
"Above the Margin: Understanding Marginal Utility". Investopedia. Retrieved 2021-11-08. from https://en.jinzhao.wiki/wiki/Marginal_utility.
Adi Purwanto, Mustaji Mustaji, Ketut Prasetyo & Sukarman.(Eds.).(2018).The Effect of Cooperative Learning Model in Social Science Class. Education Innovation Atlantis Press.
Bai,Y,P. (2009). Cong bian ji xiao yong di jian gui lv kan yu yan shi hua xian xiang [Language fossilization from the law of diminishing marginal Utility]. Ke xue jing ji she hui, 27(02), 46-49.
Daura, F. T. & Durand, J. C. (2018). What Role Do I Play in My Learning? A Study on the Academic Engagement of Higher-Education Students. European Journal of Education, 1(3), 53-67.
Dewey, J. (Ed.). (1991). Experience and education. Siu Press.
Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31(3), 117-135.
Dörnyei & Malderez, A. (1997). Group dynamics and foreign language teaching. System, 25(1), 65-81.
Dong, F.M. (2018).Types of senior high school students' English learning motivation and its influencing factors. Basic Foreign Language Education, (04), 9-17.
Gardner, R. C. (1985). Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. Edward Arnold, (28), 420-421.
Gardner, R. C. (2006). Motivation and attitudes in second language learning. Encyclopedia of Language & Linguistics, 9(2),198-217.
Gui, M, Z. (2012). The Study of Diminishing Marginal Utility in Teaching Performance. Education Research, 19 (3), 45-48.
Gülüzar Eymur & Ömer Geban.(2017).The Collaboration of Cooperative Learning and Conceptual Change: Enhancing the Students’ Understanding of Chemical Bonding Concepts. International Journal of Science and Mathematics Education, (15), 853-871.
Harter, S. (1982). The Perceived Competence Scale for Children. Child Development, 18 (3), 38-51.
Hiromori, T. (2006). The effects of educational Intervention on L2 learner’s motivational development. JACET Bulletin, 43, 1-14.
Hua, H, F.(1998). On the motivation and strategies of English learning. Foreign Language Studies, 3 (3) : 44-47.
Kambiss P A.(1990). The Effects of Cooperative Learning on Student Achievement in a Fourth Grade Classroom. academic achievement. 9, 31-41.
Kate Ferguson-Patrick & Wendy Jolliffe (2018).Cooperative Learning for Intercultural Classrooms. Routledge.
Khodadady, E. , Aryanjam, L., & Ghazanfari, M. (2015). English language policy and teacher effectiveness at grade three senior high schools. Journal of Language Teaching & Research, 6(3), 1798-4769.
Jiang, C, Y.(1999) Analysis and countermeasures of the phenomenon of diminishing marginal utility in classroom teaching. Journal of Changzhou Institute of Technology, (02), 92-95.
Johnson, D. W & Johnson, A. (2003). Students’ motivation in co-operative groups: social interdependence theory. New York Press.
Johnson, D. W. (1991). Cooperation in the classroom. Psyccritiques, 36(12), 611-624.
Jr, R. R. , & Nunez, A. M. . (2020). Motivational factors that influence English as a foreign language learners at quality leadership university, panama city, panama. Journal of Language Teaching and Research, 11(4), 543-550.
Locke, E. A. &Schattke, K.(2019). Intrinsic and Extrinsic Motivation: Time for Expansion and Clarification. Motivation Science, 5(4), 1-33.
Liu, D.(2006). He zuo xue xi zai shu xue ke tang zhong de an li fen xi [Case study of cooperative learning in situational classroom]. Shu xue jiao yu xue bao, 15(003), 95-98.
Liu M. (2007). Chinese Students' Motivation to Learn English at the Tertiary Level. Asian Efl Journal, (3):123-150.
Liu, C. (2020). Chinese EFL learners' motivation mediated by the perceived teacher factors—different voices from different levels of education. Journal of Language Teaching and Research, 11(6), 920-930.
Lu, S. J. (2009). Chu zhong ying yu xue kun sheng ying yu xue xi dong ji tang qiu[ On the learning motivation of junior middle school students with English learning difficulties]. Xian dai jiao yu ke xue, (04), 50-51.
MacIntyre, P.D., Gardner, R.C. (1989). Anxiety and second language learning: Toward a theoretical clarification. Language Learning, 39(2), 251-75.
Marlow, B. A. & Page, M. L.(2nd ed.). (2005). Creating and sustaining the constructivist classroom, Corwin Press.
Marshall.(2011). Principles of Economics, Vol. 1. The Commercial Press.
Neil Davidson. (2020).Pioneering Perspectives in Cooperative Learning: Theory, Research, and Classroom Practice for Diverse Approaches to CL. Taylor and Francis, 2020-10-13.
Noels, K. A. (2001). Learning Spanish as a second language: learners' orientations and perceptions of their teacher's communication style. Language Learning, 51, 107-144.
Noels, K. A., Clement, R., & Pelletier, L. G. (2001). Intrinsic, extrinsic, and integrative orientations of French Canadian learners of English. Canadian Language Modern Language Review, 57(3), 424-444.
Panitz, T. (1999). The motivational benefits of cooperative learning. New Directions for Teaching and Learning, 78(2), 59-67.
Piaget J.(1980). The principles of Genetic Epistemology. Philosophical Quarterly, 24(94), 87-92.
Polleit, Thorsten. (2011). What Can the Law of Diminishing Marginal Utility Teach Us? Mises Institute.
Roger, T., & Johnson, D. W. (Eds.).(1994). An overview of cooperative learning. In Thousand, J. S., Villa, R. A., & Nevin, A. I , Creativity and Collaborative Learning (pp. 1-21). Brookes Press.
Rongrong, Y. & Kusum, S. (2018). Teacher support, instructional practices, student motivation, and mathematics achievement in high school. The Journal of Educational Research, 111(1), 81-94.
Rubin, Morgan, Galván, & C.V. (2004). Cooperative Learning, Mathematical Problem Solving. The University Of Texas At Brownsville And Texas Southmost College.
Schunk, D., H & Pintrich, P, R. (1995). Motivation in education: theory, research, and applications. Routledge Press.
Seligman, Martin E P , Steen. (2005). Positive Psychology Progress. American Psychologist, 60(5), 410–421.
Shamiry, R. , & Fuad, M. A. . (2020). The role of motivation in second language learning in king khalid university, Saudi Arabia. Journal of Language Teaching and Research, 11(6), 893-903.
Siegel, C. (2005). Implementing a research based model of cooperative learning. The Journal of Educational Research, 98(6), 1-15.
Slavin, R. E.(2nd ed.). (1990). Cooperative learning: Theory, research, and practice. New Jersey Press.
Slavin, R. E. (1983). An introduction to cooperative learning. New York Press.
Tang, Y,L. (2011). Zhong xue sheng ying yu xue xi dong ji qu xiang wen ti de yan jiu[ A study on the tendency of middle school students' English learning motivation]. Xian dai jiao yu ke xue, (10):27-28.
Tran V D. (2019). Does Cooperative Learning Increase Students' Motivation in Learning?. International Journal of Higher Education, 8(5):12-20..
Vygotsky, L, S. (1977). The development of higher psychological functions. Soviet Review, 18 (3): 38-51.
Wang G .(2020). On the Application of Cooperative Learning in College English Teaching. International Education Studies, 13(6):62-66.
Wang, L,N.(2014). Chu zhong xue shen ying yu xue xi dong ji diao cha yu fen xi[Investigation and analysis of junior high school students' English learning motivation]. Jiao xue yu guan li, (25):45-47.
Wang,T.(2001). He zuo xue xi-yuan li yu ce lue. [Principles and strategies of cooperative learning]. Bei jing xue yuan Press.
Wu, X. Q. (2021). The Impact of Cooperative learning on L2 learning motivation of Senior High School English Achievers and Underachievers. M.A. thesis. Hunan University.
Xiao,C. (2001). Rang xue sheng zai zi zhu he zuo yan jiu xue xi zhong cheng zhang[Let the students work together independently and grow through research and learning]. Bao gao ti gang, (2): 2.
Yager, R. E. (2000). The Constructivist Learning Model. The Science Teacher, 67(1), 44-45.
Yang, F. (2008). Gao zhong ying yu xue kun sheng cheng ying ji tui jing cuo shi chu tang[On the causes and promotion measures of English learning difficulties in Senior High School] Ji xu jiao yu yan jiu, (09):144-147.
Yao, j.(2013). A study on learning motivation of senior high school students with English learning difficulties. M.A. thesis. Suzhou University.
Zhang, S. H. (2011). Application of marginal benefit theory in English vocabulary teaching. Teaching and Management, (27):145-146.
Zhang, X. L. (2017). A Study on English Learning Motivation of High School Students and Poor Students. M.A. thesis. Ludong University.
