Cooperative Group Learning in Learner Autonomy
This paper presents a one-semester study conducted to cultivate cooperation and reduce polarization among the students in its metacognitive strategic training. The present study is part of the whole research in learner autonomy initiated in September 2001, which produced positive effect on the subjects and also revealed some problems. Despite the great improvement in the subjects enrichment of metacognitive knowledge, self-regulation, and academic record, the subjects metacognitive performance was not so desirable, with a considerable number of students dragging along with their learning tasks, unable to apply their cognitive strategies to their study. Whats more, the subjects seemed to be more self- centered, less cooperative and severe polarization still existed. To solve these problems, this research adopted cooperative group learning with two classes from the four experiment groups, assuming that cooperative grouping learning can serve as an ideal type of monitor and learning approach, which can help develop the subjects cooperation, interdependence, self-regulation, and learner autonomy, and thus help reduce polarization. For classroom instruction, a three-step procedure was adopted (mainly in reading, vocabulary and writing instruction): checking group assignments, new group activities, and feedback. Data collected from classroom observation, interviews, and questionnaire seem to demonstrate that group learning do help increase cooperation, strengthen monitoring, and better regulate the learners. End-of-semester evaluation indicates though the four classes all receive metacognitive strategy instruction, the experiment groups outperformed the control groups in classroom involvement, development of metacognition and academic record. It seems to suggest cooperative group learning is beneficial for the cultivation of learners social adaptability, cooperation, self- regulation and independence, and thus help promote the overall development of the learner. However, all the positive effect may result from the approach itself. When group assignment and group evaluation are canceled, can the students keep on with their cooperation? More research needs to be done in this aspect. Also this research seems to emphasize cooperative group instruction too much. As learner autonomy is featured by the ability to take responsibility of ones own learning, besides group instruction, learners also need individualized instruction. Further research needs to be conducted in the integration of individualized instruction and cooperative group instruction.
WANG Duqin
Beijing Institute of Petro-chemical Technology
国际会议
北京
英文
225-236
2002-08-26（万方平台首次上网日期，不代表论文的发表时间）