This is the purpose of identify the effects of small-group cooperative activities on college students' motivation and their proficiency in English listening and reading skills. It has been widely acknowledged that English is an international language with the er of globalization and informationization. People are fully aware of the importance of English and are becoming more and more interested in English education. It would be timely then for us to question how every student shares the same starting point in learning English and ends up with very discrete proficiency levels. While there are controversial findings from research to identify some factors for this phenomena, one resonable explanation can be found from a long history of teacher-centered learning environment which is related to passive students’ roles and lack of motivation to initiate their own learning process(Gardner, 1985, 1988; Masgoret & Gardner, 2003). This thesis is in the same line of thought with this possible negative consequence of teacher-centered education. Therefore, it becomes crucial to think of pedagogical ways to activate students' participation and to come up with creative ways to situate students as agents of their own learning. This study also observed how small group cooperative activities opened up potential rooms to design diverse tasks to acquire target language forms more effectively, while negotiating and cooperating with others. This thesis led to investigate the impacts of small-group cooperation on students' motivation to learn. To elaborate more, this study focused on the ways students' motivation is influenced by small group cooperative activities in the context of learning listening and reading for Test of English for International Communication (hereafter, TOEIC). Within this experiment, motivation is restructured, in a sense of incorporating diverse factors for motivation, based upon D?rnyei(1994)'s sub-categories of linguistic, leaner's and environmental factors. Previous studies only explored the correlations between students' proficiency levels and small-group collaboration or the correlations between motivation and small-group collaboration. This study also examined how small-group cooperation can possibly be related to students' performance on listening and reading tests. This study also extends the body of previous research, in that small-group cooperation as an independent variable were also broken down into three sub-categories: students’ satisfaction with the class, perception on class activities, and reciprocal collaboration. This sub-categorization would provide a sophisticated lens to understand the interconnectedness among these variables.To introduce the participants in the present thesis, students' TOEIC score mostly ranges from 100 to 200 in both TOEIC listening and reading test scores. Considering the highest scores of listening and reading in TOEIC as 495 points for each skill, these students are at the lower level. With the rationale for the present research design, the following research questions are answered:
1) Do small-group cooperative activities influence students' motivation to learn? 2) Do small-group activities influence students' performance in listening 3) Are there any correlation between the sub-categories of small-group cooperative activities and students' performance in listening? 4) Do small-group activities influence students' performance in reading? 5) Are there any correlation between the sub-categories of small-group cooperative activities and students' performance in reading? In terms of the data collection, the researcher modified the instrument, originally developed by Clement, D?rnyei, and Noels (1994) to better serve the target participants of this study. To measure students’ performance on listening and reading comprehension, the researcher selected one TOEIC simulation test from Publisher. Kim Eun-joo (2004) and Kim Seoung-yeon’s (2002) instruments on the characteristics of collaborative acts and students’ perceptions on the intervention were modified and implemented for the data being collected. The data was analyzed with T-test, ANCOVA, and regression. The statistical analyses demonstrated that the subcategories of small-group cooperative activities had statistically significant connections with the sub-categories of students' motivation enhancement as well as their performance on listening and reading comprehension tests. The results also indicated the positive correlation between three factors: students' satisfaction with class activity, their positive take on small-group cooperation, and their performance on listening and reading comprehension tests. With these results, we can argue that small-group cooperative activities can improve students' listening and reading performances as well as their motivation. We can also claim that when students are satisfied with small-group cooperation and help each other in productive manners, it is more likely for them to perform better in their English tests. The findings lead to several implications for educational researchers, educators, and students. First, it is not new to think that cooperative activities would benefit our students' learning. However, many parts of theoretical framework of cooperation were designed and conceptualized by social scientists, and has a possibility to revise the existing framework to better fit in English educational contexts. Therefore, it is necessary to develop a newly revised framework for cooperation, specifically addressing the needs and goals for language learning. Moreover, developing teaching methods that motivate language learners will be imperative. We still observe that fact that many of our university settings are dominated by teacher-oriented and centered teaching practices. The findings of this study showed how important it is to develop new teaching strategies to construct more learner-oriented engagement and learning. This will become a foundation to challenge test-oriented educational practices and to envision more learner-centered education. To sum up, the educational implications discussed the strong need to develop an appropriate teaching model that meets the need of students, and alters the roles of teachers and students; in a sense of situating students at the center of the curriculum, instead of making teachers' agendas an educational priority. A small-group cooperation can provide a possibility to pursue leaner-centered education and to challenge traditional educational practices of imposing teachers' knowledge to students. To elaborate, learning needs to be initiated by students themselves and teachers' roles should be redefined as an assistant and advice accordingly. This will encourage students to be more independent, active, and responsible about their own learning. The results found a module of Jigsaw III to be useful to achieve the re-conceptualization of teachers and students’ roles.

이 논문은 소집단 협동학습을 통한 활동이 학습자들의 학습동기와 영어 듣기능력과 읽기 능력 향상에 미치는 영향에 대하여 연구하고자 하였으며, 연구 문제는 다음과 같다. 연구 문제 1) 소집단 협동학습이 학습동기에 영향을 미치는가? 연구 문제 2) 소집단 협동학습이 영어 듣기 능력에 영향을 미치는가? 연구 문제 3) 소집단 협동학습이 영어 읽기능력에 영향을 미치는가? 연구 문제 4) 소집단 협동학습 하부요인(수업 만족도, 소집단 인식, 상호 조화)과 영어 듣기능력 간에는 상관관계가 있는가? 연구 문제 5) 소집단 협동학습 하부요인(수업 만족도, 소집단 인식, 상호 조화)과 영어 읽기능력 간에는 상관관계가 있는가? 의 연구 문제를 가지고 연구를 하였다. 학습동기를 측정하기 위하여 Clement, D?rnyei 와 Noels (1994)의 측정도구를 사용하였으며 영어 듣기능력과 읽기능력 측정을 위하여 토익 듣기와 읽기 시험을 사전 1회 사후 2회를 실시하여 측정하였으며 소집단 협동학습 만족도 측정을 위하여 김은주(2004)와 김성연(2002)의 도구를 재구성하여 측정하였다. 위의 도구를 통해 수집 된 자료를 독립표본 t검정과, 공분산 분석, 회귀분석을 통하여 결과를 나타냈다. 먼저 소집단 협동학습은 학습동기(통합적 동기, 미디어 문화동기, 도구적 동기, 성취동기, 미국인에 대한 태도, 불안감, 자신감)에 통계적으로 유의미한 결과를 가져왔으며, 듣기능력과 읽기능력에도 유의미한 결과를 가져왔다. 마지막으로 소집단 협동학습(수업 만족도, 소집단 인식, 상호조화)에 대해서는 수업 만족도 1(“소집단 협동학습을 통한 영어 듣기/읽기 수업이 잘 진행되었다고 생각합니까?”), 수업 만족도 2(“영어 듣기/읽기 소집단 협동학습을 통한 영어 듣기/읽기 수업을 추천하고 싶습니까?), 수업 만족도 3(“듣기/읽기 수업을 통한 소집단 협동수업이 만족스러운가?”), 수업 만족도 4(“소집단 협동학습을 통한 영어 듣기/읽기 수업을 하면서 서로 무르는 부분에 대해 물어 볼 수 있어서 좋았다.”)에 대해서는 3주차 성적인 듣기 능력 2는 통계적으로 의미를 가져오지 않았으며, 11주차 성적인 듣기능력 3과는 통계적으로 유의미한 결과를 나타냈다. 읽기능력 2에서는 수업 만족도 2(수업 추천)을 제외하고 통계적으로 유의미한 결과를 나타냈다. 읽기능력 3에서도 통계적으로 유의미한 결과를 나타냈다. 소집단 인식 1(리더의 중요성)과 소집단 인식 2(4인 이질집단 구성)에 대해서는 듣기능력 2, 듣기능력 3, 읽기능력 2, 읽기능력 3에서 리더의 중요성을 제외하고 통계적으로 유의미한 결과를 나타냈다. 마지막으로 상호조화에서는 상호조화 1(“소집단 구성원들이 듣기 활동을 할 때 구성원들의 활동이 잘 조화 되었다고 생각합니까?”), 상호조화 2(“조 구성원들 간의 원만한 관계가 형성이 되었다.”)의 문항에 대해서는 전체적으로 통계적으로 유의미한 결과를 나타내었다. 즉 다시 말해서 위의 연구를 통해 소집단 협동학습은 학습자들의 학습동기와 영어 듣기능력과 읽기능력 향상에 긍정적인 영향을 미쳤으며, 수업 만족도가 높고, 4인 이질 집단 구성형태에 대한 만족도가 높으며 소집단 구성원들의 활동이 잘 조화를 이루고 원만한 관계가 형성이 될수록 듣기능력과 읽기능력 향상에 긍정적인 영향을 미쳤음을 알 수 있다. 위의 연구 결과를 통하여 기존의 틀에 박힌 입시 위주의 수업 형태에서 벗어나 학습자가 중심이 되는 교육 환경의 기반을 다질 때이며, 오늘날 새로운 교수 환경에 맞는 학습 환경을 만들어 가야 하겠다. 더 이상 교육의 주체가 교수자가 아닌 학습자에게로 교수자는 학습을 돕는 조언자와 촉매자로서의 자리를 매기고 학습자는 자율적이고 적극적이고 책임감 있는 학습의 주체가가 되어야한다. 본 연구자는 이와 같은 정보화시대에 걸맞은 교수 모형으로 소집단 형태의 모형의 JigsawⅢ형태를 적용하고자 하였다. 비단 위의 모형뿐만이 아니고 우리나라와 같이 영어를 제2언어로서가 아닌 외국어로서 배우는 교육여건상 우리나라 실정에 맞는 교수법의 연구와 교수법의 개발이 많이 필요하다고 보며, 따라서 우리나라의 교수 환경에 맞는 수업 모형을 개발을 위한 후속 연구들이 계속되어야 할 것이다.