穨Review. Pdf

4.2 Effects of Cooperative Learning and Motivation 
In addition to the examination of the effects of cooperative learning on the 
students’ language learning in terms of the four aspects of communicative 
competence and the results of the school monthly achievement tests presented above, 
the effects of cooperative learning on the students’ motivational change toward 
learning English as a foreign language before and after the study were also examined 
in this section. Like the investigation of the students’ language learning analyzed 
above, the examination of the students’ motivational change was also made with the 
inter- and the intra-group comparisons. 
4.2.1 Results of Motivational Questionnaire 
The first comparison of motivational change was on the intra-group analysis in 
the experimental group. As shown in Table 4.16, the experimental group gained 
significant improvement in their motivation toward learning English after the 
intervention of cooperative learning for one semester. 
As a contrast to the significant gain in the experimental group (p< .01), there was 
no significant difference identified in the control group in terms of motivational 
change (p > .05), as shown in Table 4.16. 
Table 4.16 Paired Samples Test of Motivational Change in Both Groups (N=70) 
Pre 
Post 
n 
MD 
t 
p 
Experimental 
60.95 
65.00 
35 
4.05 
2.27 
.00** 
Control 
57.12 
58.14 
35 
1.02 
.363 
.719 
** p <.01 
The Independent Samples Test was performed to compare the inter-group 
differences in the students’ motivation toward learning English. As Table 4.17 
indicated, there was no significant difference between the two groups of students in 
their motivation toward learning English in the pre-test of the motivational 
questionnaire. But there was a significant difference between the two groups in the 

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post-test questionnaires on their motivation toward learning English.