Cooperative Learning For Changes In Junior Middle School Students With Learning Difficulties

This study, guided by constructivist learning theory and that of individual differences of second language acquisition, attempted to explore through the cooperative learning activities over one semester the emotional and cognitive changes of a group of junior middle school students with learning difficulties in English. The data were mainly collected from a pre-semester survey, on-going interviews and classroom observations. Based on the data analysis, the major findings of the study were drawn as follows:Firstly, the pre-semester survey and the follow-up interview showed in the emotional aspect of learning, extrinsic motivation was the main drive for their English learning and they were lack in intrinsic motivation. In addition, there was a high-level test anxiety and fear of negative evaluation among the students. In the cognitive aspect of learning, they preferred cooperative learning style. Besides, the most frequently used cognitive strategy was mechanical memorization and they did quite poorly in using social interaction strategies. In the aspect of cooperative attitude and ability, students showed cooperative learning awareness and attitudes, but lacked communication skills and listening skills in cooperation.Secondly, compared with the above results, analysis on the data from on-going interviews and classroom observations indicated that after a semester of teaching practice of cooperative learning, the students experienced positive changes in the following aspects. Most students demonstrated a stronger intrinsic motivation with significantly increased interest in learning. The anxiety level of some students decreased substantially with their fear of negative evaluation greatly reduced. As for many students, their cooperative learning style also got improved. They used more metacognitive strategies, cognitive strategies and social strategies to solve problems. Most of them learnt to listen to others and express their views in the process of consultations with cooperation skills greatly improved.Based on the findings, suggestions were put forward for how to handle individual differences and improving classroom teaching strategies, with the hope to improve the English teaching for students with learning difficulties.