Study On The Influences Of Group Bundled Cooperative Learning On English Listening And Speaking Abilities Of Junior Middle School Students And Team Leaders' Conscientious And Students' English Learning Self-efficacy

Group cooperative learning is an important research direction in the field of education and teaching. From the 1970s, the theory of group cooperative learning and the theory of group cooperative learning evaluation have been studied at home and abroad. The empirical study and the review of the model are also numerous, and the research are engaged in the different backgrounds of different grades, different subjects, and different lesson types. They establish a link to academic mood, academic attitude, achievement motivation and academic Self-efficacy, academic achievement and other factors to explore the differences of these factors between under group cooperative learning and under the traditional non-group cooperative learning model,and analyze the reasons.Junior high school students' English listening and speaking ability is an important aspect of English learning. The new curriculum for junior high school students listening ability and oral ability for different grades are provided with the corresponding level requirements,with a large number of ability description towards interpersonal communication skills and cooperative communication ability. In addition, the core literacy also has the corresponding requirements,so that students in the learning process will be able to communicate and cooperate with others.However, in the process of reading the relevant literature, the author finds that the previous studies are mostly based on the teacher's experience, interviews and literature review. Among the empirical researches of the group cooperative learning model, less are about listening and speaking classes in junior high schools. What's worse, there are problems in these experiments in these studies in which the scale of the group those author used was large, the organizational system is not perfect,learning tasks are not scientific and so on. And in the course of lectures and interviews,we found most classrooms are using the traditional group of cooperative learning model to divide the students into teams in this drawback way. Also, the majority of classroom activities are designed and organized for the whole class or individual students, rather than groups. Since the author began the teaching career, he has been trying to use the group bundled cooperative learning model for teaching and learning.The group size is about 3-4. The team member constitution is based on homogeneity within groups and heterogeneity between groups. At present, students have greater progress in English learning interest and achievement than when they started their junior high school study.In view of this, the author regard Class 3, Grade 7 as the experimental class, implementing the group bundled cooperative learning model for listening and speaking teaching. And the author regard Class 5, Grade 7 as the control class,implementing the traditional group cooperative learning model. Both the two classes teach the same contents at the same time. The study assumes that in the group bundled cooperative learning model, the leader's conscientiousness and the individual's English learning self-efficacy affect students' listening and speaking skills. In order to verify the hypothesis, the author designs a single factor between group experiment, in which the independent variable is the group bundled cooperative learning model and the dependent variables are the listening ability, oral ability and the general ability,including the middle variables----the team leaders' conscientious and each team member's English academic self Efficacy.Team leaders' conscientious were tested before and after the experiment. And the English academic self-efficacy (divided into two dimensions: self-efficacy of English learning ability and self-efficacy of English learning behavior) was also carried out on each member in teams of the experimental class and the control class before and after the experiment. What's more, before and after the experiment, the students' listening ability, oral ability and general ability were tested. Then, the data would be analyzed through the independent samples t-test and the pair samples t-test. The results indicated that,(1) Due to the drive of both learning tasks and the need of self-realization, team leader's conscientious in experimental class have a significant difference before and after the experiment. The conscientious after the experiment was significantly higher than before the experiment. To be compared, there was no significant difference before and after the experiment in the control class.(2) The self-efficacy of English learning ability of the students, the self-efficacy of English learning behavior and the total self-efficacy of all the students in the experimental class were significantly different before and after the experiment. And all of them after the experiment were higher than that before the experiment. Within each team, because the team leader's academic attitude, learning strategies and learning habits have been maintained at a high level, their two dimensions of self-efficacy and general efficacy do not change with the change of teaching mode.Before and after the experiment were no significant differences. Due to No. 2 member and No. 3 member experienced two aspects of the sense of support and accomplishment in the course of the cooperative learning tasks, the two dimensions and the total efficacy of English learning self-efficacy were significantly different before and after the experiment. Because No. 4 students' (potential students) level of academic attitude, learning strategies and learning habits are long-term low, and these factors can not be qualitatively improved in this short-term experiment, there were significant differences on their English learning ability self-efficacy and general efficacy before and after the experiment. And both of them after the experiment were significantly higher than those before the experiment. However, the self - efficacy of English learning behavior was no significant difference before and after the experiment. To be compared, there were no significant differences on the two dimensions and the total efficacy of the English academic self - efficacy of the students in the control class.(3) Due to the improvement of team leaders' conscientious and the English academic self-efficacy of all the students, the students have significantly improved their listening and speaking ability in the group bundled cooperative learning mode.