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data analysis of pre-test and post-test score, it was obvious that the students inexperimental class got more accurate understanding about reading materials andmaster reading skills well than control class. Students were no longer the knowledgereceiver but active learners.From the analysis of interviews, the students clearly stated that they consciouslyput the reading skills which gained from teachers’ instruction and individualThe relaxed and lively atmosphere reduced students’ anxiety which was thepersistent ailment and obstacle to their success capturing. According to the analysis ofquestionnaires and interviews, we can clearly see that students voluntarily learnt tograsp English through listened to others’ opinions carefully and communicated withpartners. Social skills refer to those qualities students will use in communicating withothers and mostly needed in human activities. Students in experimental class inclinedto exchange ideas with partners voluntarily from passive to positive. In addition, thequestionnaires and interviews also showed that students gained adaptability from thenew learning approach and enjoy CL model. CL class was not only a learning modelbut also a stage to display their ability and confidence.

 

6.2 limitations局限性
There are unavoidable limitations in this research though we have benefited a lotform it. Firstly, a 16-week-semester is a relatively short time for all of the participants,which leads to ignorance of many other aspects that possibly affect the results.Students are not having enough time in directing their study but it costs too much timein familiarizing the concept and procedures of this new learning method. Therefore，the results of the thesis if far from conclusive.Secondly, the sample and scope of the research are limited to one class and thesubjects are limited to 34 students. So the result would be much more persuasive ifmore college teachers are involved. And the techniques would be much feasible ifmore experimental student and activities were involved in the experiment.Thirdly, from where I stand, variate in cooperative learning model is anotherimportant factor, such as participants’ English level and their emotion change duringthe experiment which leads to a technical problem. A more reasonable and effectivegrouping is to be constructed. Finally, it is a little subjective in the whole process for itwas done by one researcher. Will it be more reasonable if a network is built withinschool?Finally, it would be possible for people to argue whether cooperative grouping isbeneficial to students at all levels. Since the cooperative learning is a variety ofinternal processes, will it be affected by students’ temperament and other individualfactors? All these problems entail plentiful experience to solve.

 

6.3 Teaching inspiration教学的启示
In this thesis the author explores the effects of cooperative learning on students’reading interest, learning motivation and social skills. The result is optimistic for bothlearner and English teachers. But this is just a very small case study. The time and thesample are limited for a meaningful teaching and learning method. More time andsubjects should be employed to exert the potential of cooperative learning andincrease its validity. There are still many other questions which need us to take themseriously.Firstly, this thesis is not only an instructional article to students but also theenli本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。