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participants’ perception of cooperative learning after the study. Therefore, the 

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researcher-designed motivational questionnaires were administered twice in the 
present study, one in the beginning of the study as the pre-test, and the other at the end 
of the study as the post-test.
2.8.4 High vs. Low Achievers 
Moreover, as mentioned in the current problems of EFL teaching in Taiwan, 
especially after the enactment of the NYJC, addressing the various needs of students 
with diverse levels of language proficiency would be very challenging to most junior 
high school teachers. Therefore, the effects of cooperative learning on the high- and 
low- achievers’ language development were also examined in the present study. 
2.9 Conclusion 
Taken together, the rationale of the present study was based on many of the 
important suggestions and results yielded in the fields of cooperative learning, second 
language acquisition, as well as second language teaching. The implementation of 
this study attempted to tackle some issues that were important to the current wave of 
educational reform, but not yet fully addressed in the relevant literature discussed in 
this chapter. As Yu (1995) reckoned, cooperative learning was an easy and perfect 
teaching model for EFL teachers in Taiwan. Kagan (1995) also claimed that 
cooperative learning could effectively accomplish communicative objectives. It is 
hoped that, with more empirical evidence yielded in the current study, cooperative 
learning could and would enjoy more popularity and receive more attention in EFL 
teaching in Taiwan.

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CHAPTER THREE
METHODOLOGY 
As discussed in the rationale for the present research, the aim of this study is to 
tackle some issues that are not yet fully addressed in the implementation of 
cooperative learning in EFL teaching in Taiwan. For such purpose, a 
quasi-experimental study is designed to answer the research questions as follows: 
1. 
What are the effects of cooperative learning on the improvement of the 
EFL learners’ language development in terms of the oral communicative 
competence and the school monthly achievement tests? 
2. 
What are the effects of cooperative learning on the EFL learners’ 
motivation toward learning English as a foreign language? 
3. 
What are the effects of cooperative learning on the high/low achievers in 
heterogeneous classes? 
For a complete design to answer the research questions stated above, the 
methodology includes (1) the selection of the participants, (2) the instructional 
design, (3) the process of data collection, and (4) the data analysis.