[[alternative]]A Study of the Effects of Group Formation on Cooperative Learning in the EFL Classroom

[[abstract]]The existing problems about students’ apathetic attitudes to learning and unsatisfactory achievement in the EFL instruction in Vocational and Technological Education (VTE) in Taiwan have been cause for concern and widely discussed. Therefore, the research aimed to apply the intelligent English characteristics grouping strategies to reinforce the effectiveness of the cooperative English learning (CEL) and improve the English learning and teaching in the VTE. The methodology of the study utilized quasi-experimental and ethnographic approaches to conduct a four-month experimental teaching at a technological institute, separately for the collection of quantitative and qualitative data. The ethnographic interview of qualitative method was used to explore and analyze the students’ perspectives of cooperative English learning in different grouping formations. The major findings are in the following: 1. The English learning performance of the experimental class (homogeneous ability group) was significantly higher than that of the control class (heterogeneous ability group). 2. The experimental class showed significantly better effects on learning anxiety of the EFL learners in the Subscale of General Felling of Anxiety and Subscale of Fear of Potential Evaluation of Speaking in English than the control class did. 3. The experimental class showed no significantly better effects on increasing the learning motivation compared with the control class. 4. The control class showed significant effects on the conceptual learning style preferences in the subscales in terms of Tactile, Group, and Kinesthetic Learning Style Preference, compared with the experimental class. 5. According to the participants’ expression in the interview, they revealed an “incentive perspective.” This perspective contained three issues: learner trait variables, teacher role, and supportive learning aids. The coexisting interaction of these three dimensions operated in the CEL class to form a concentric ring model of learning. 6. Factors affecting the learner’s perspective of the CEL class including as follows, (1) motivation, a priori belief about English learning, (2) dependence on teacher’s help, and (3) supportive learning aids, resulted from past classroom learning habits. 7. Participants all agreed with the benefits obtained from interactive and meaningful learning in the CEL class. However, they also confessed to the failure of using English for thorough communication due to their lower English proficiency. There seems to be a conflict and discrepancy between the perception of the CEL class and its practical use. From this we may logically infer to a lack of training during learners’ English education background and experience in the past. Consequently, the research presented viable suggestions on the application of intelligent language characteristics grouping strategies for English instruction in technological institutes in Taiwan.