Influence of Cooperative Learning Beliefs on Classroom Practices in Chinese English as Foreign Language Teachers

By Mei-Ling Chen and David Squires.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

This study compared the cooperative learning beliefs of Chinese English as Foreign Language (EFL) teachers’ to their classroom teaching practices. A questionnaire, consisting of 38 items, was administered to 374 EFL elementary teachers in southern Taiwan. The results showed that EFL teachers moderately agreed with cooperative learning. Their beliefs correlated positively with their classroom instructional practices. Gender, age, highest degree obtained, years of English experience, school size, in-service training, and proficiency in English skills were shown to influence their beliefs about cooperative learning.

Keywords: Cooperative Learning, Teachers’ Beliefs, Teaching Practices, Staff Development

The International Journal of Learning, Volume 14, Issue 4, pp.101-110. Article: Print (Spiral Bound). Article: Electronic (PDF File; 653.719KB).

Mei-Ling Chen

Assistant Professor, Applied of Foreign Languages, Hungkung University, Sha Lung, Taichung, Taiwan

Mei-Ling Chen graduated from National Taiwan Normal University with a Bachelor of Arts Degree in 1994. She was a secondary EFL teacher for six years. In 1999 she completed a Master of Arts Degree in TESOL from Long Island University in New York. She earned her Doctor of Education Degree at Spalding University, Kentucky in 2004. She is now an assistant professor at the Department of Applied Foreign Languages, Hungkung University in Taiwan. Her research interests include teaching methods, second language acquisition, language learning strategies and learning styles.

David Squires

Associate Professor, College of Education, Idaho State University, Pocatello, Idaho, USA

David Squires graduated from Pacific Union College in California with a Bachelor of Science Degree in Behavioral Science with a Sociology Emphasis in 1971. He was an elementary classroom teacher for eight years and an elementary reading teacher for three years. In 1992 he completed a Master of Arts Degree with a Reading Emphasis from Fresno Pacific College in California. He completed his Doctor of Philosophy Degree at Indiana University, Indiana in 2001. The title of his dissertation was, The Impact of Elementary Education Major’s Intuitively Held Beliefs on Reading Instruction. He is currently an Associate Professor in Literacy Education at Idaho State University, Idaho, in the United State of America, where he teaches in both the undergraduate and graduate programs. His research interests include the relationship between theoretical beliefs and teaching practices, literacy assessment, and the use of children’s literature in reading instruction.

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