右江民族医学院

Youjiang Medical University for Nationalities
游江民族医科大学

本科毕业论文

（ 2025 届）

中文题目：民族院校英语专业本科生英语合作学习参与现状的调查研究

英文题目：A Survey on the Current Situation of English Cooperative Learning Participation of English Majors in Ethnic Universities
民族大学英语专业英语合作学习参与现状调查

院（系）名称： 语言文化学院

专业班级： 2021级英语本科2班

学生学号： 2320210132

学生姓名： 韦海静

指导教师姓名： 覃艳姣

指导教师职称： 讲师

2025 年2月20日

右江民族医学院本科毕业论文

A Survey on the Current Situation of English Cooperative Learning Participation of English Majors in Ethnic Universities
关于民族院校英语专业学生英语合作学习参与现状的调查

民族院校英语专业本科生英语合作学习参与现状的调查研究

学 院： 语言文化教育学院

专业班级： 2021级英语本科2班

学 号： 2320210132

学生姓名： Wei Haijing

指导教师： Qin Yanjiao

2025年 2 月

学生毕业论文诚信声明书

本人郑重声明：在毕业论文工作中严格遵守学校有关规定，恪守学术规范；所提交的毕业论文是在导师的指导下独立（研究）的成果，论文中引用他人的文献、数据、图表、资料及研究成果均已在论文中加以说明；在毕业论文中未剽窃、抄袭他人的学术观点、思想和成果，未篡改实验数据。与我一同工作的同组人员对本论文所作出的贡献均已在文中说明并表示了谢意。

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毕业论文作者（签名）：

2025年 2 月 20 日

指导教师（签名）：

2025年 2 月 20 日

作者联系电话：13557322726

电 子 邮 箱：2927556336@qq.com

Abstract
摘要

With the continuous development of reform and opening up, the demand for English talents is increasing. Higher education, as the main force in talent supply, plays a crucial role, and the student-centered cooperative learning model is receiving widespread attention. Students have a high level of participation in learning and a strong willingness to cooperate in learning, which leads to good classroom learning outcomes. Conversely, it affects the efficiency of classroom learning. It can be seen that improving students’ participation in learning and giving full play to the role of cooperative learning is of great importance to students’ learning of English.
随着改革开放的不断发展，对英语人才的需求日益增加。高等教育作为人才供给的主力军，发挥着关键作用，以学生为中心的合作学习模式也受到广泛关注。学生在学习中参与度高，合作学习的意愿强烈，这带来了良好的课堂学习效果。反之，它也影响着课堂学习的效率。由此可见，提高学生的参与度，充分发挥合作学习的作用，对于学生学习英语至关重要。

This study investigates the current situation of English cooperative learning participation among undergraduate students majoring in English in ethnic universities through questionnaires and interviews. The author takes the undergraduate students majoring in English at Youjiang Medical Universities for Nationalities as the research subjects, collects 205 valid questionnaires through online distribution, and randomly interviews 5 students. The purpose of this study is to answer the following questions: (1) What is the current situation of English majors’ participation in English classroom cooperative learning? (2) What problems do English majors face in English classroom cooperative learning? (3) What strategies can be adopted to solve the problems that arise in English classroom cooperative learning?
本研究通过问卷调查和访谈，调查了民族大学英语专业本科生英语合作学习的现状。作者以右江民族医学大学的英语专业本科生为研究对象，通过线上发放收集了 205 份有效问卷，并随机访谈了 5 名学生。本研究旨在回答以下问题：（1）英语专业学生参与英语课堂合作学习的现状如何？（2）英语专业学生在英语课堂合作学习中面临哪些问题？（3）可以采取哪些策略来解决英语课堂合作学习中出现的问题？

Through research, it has been found that the majority of undergraduate students in English majors of ethnic universities have a moderate to high level of participation in cooperative learning. In terms of behavioral participation, students show more dedication than research spirit. In terms of cognitive participation, students use more superficial thinking than deep thinking. In terms of emotional participation, students experience more positive emotions than negative emotions during the process of cooperative learning.
通过研究，发现民族院校英语专业本科生在合作学习中参与程度普遍处于中等至较高水平。在行为参与方面，学生表现出比研究精神更高的投入。在认知参与方面，学生使用浅层思考多于深度思考。在情感参与方面，学生在合作学习过程中体验到更多积极情绪而非消极情绪。

Based on the survey results, this study draws some corresponding insights and suggestions. Teachers should guide students to participate in cooperative learning, design reasonable tasks, stimulate students’ enthusiasm for learning, and teach learning methods. Students should maintain a positive attitude, learn to collaborate in teams, and engage in more in-depth thinking.
基于调查结果，本研究得出了一些相应的见解和建议。教师应引导学生参与合作学习，设计合理的任务，激发学生的学习热情，并教授学习方法。学生应保持积极态度，学会团队合作，并参与更深入的思考。

Key Words: Undergraduate majoring in English; Cooperative learning; Classroom participation
关键词：英语专业本科生；合作学习；课堂参与

摘 要

随着改革开放不断发展，对英语人才的需求不断增多。高等教育作为输送人才的主力军，承担着举足轻重的作用，以学生为主导的合作学习模式正受到广泛重视。学生学习参与度高，合作学习意愿强，课堂学习效果就好。反之，则影响课堂学习的效率。由此可见，提高学生学习参与和发挥合作学习的作用对学生学习英语是十分重要的。

本研究通过问卷调查和访谈的形式，对民族院校英语专业本科生英语合作学习参与现状进行调查研究，作者以右江民族医学院英语专业本科生为研究对象，通过线上发放问卷的形式，收集了有效问卷205份，并随机对5名学生进行访谈。本研究旨在回答以下问题： （1）英语专业学生参与英语课堂合作学习的现状如何？（2）英语专业学生在英语课堂合作学习中面临哪些问题？（3）可以采取哪些策略来解决英语课堂合作学习中出现的问题？

通过研究发现，大多数民族院校英语专业本科生对合作学习的参与度达到中上水平，在行为参与方面，学生表现出的专心精神多于钻研精神。在认知参与方面，学生运用浅层次思考多于深层次思考，在情感参与方面，学生在合作学习过程中产生的积极情绪多于负面情绪。

基于调查结果显示，本研究得出一些相应的启示和建议。教师应引导学生参与合作学习，设计合理的任务，激发学生学习热情，教授学习方法。学生应保持积极的态度，学会团队协作，多进行深层次思考。

关键词：英语专业本科生；合作学习；课堂参与

Contents
内容

Abstract I
摘要一

摘要 III

Contents IV
目录四

1. Introduction 1
1. 引言 1

1.1 Research Background 1
1.1 研究背景 1

1.2 Purpose of Present Study 1
本研究的目的 1

1.3 Significance of Present Study 2
本研究的重要性 2

2. Literature Review 2
文献综述 2

2.1 Definition of Cooperative Learning 2
合作学习的定义 2

2.2 Definition of Student Participation 3
2.2 学生参与的定义 3

2.3 Relevant Studies on Abroad and at Home 3
2.3 国内外相关研究 3

2.3.1 Research on Cooperative Learning 3
2.3.1 合作学习研究 3

2.3.2 Research on Classroom Participation 8
2.3.2 课堂参与研究 8

2.4 Theoretical Bases 10
2.4 理论基础 10

2.4.1 Theory of Social Interdependence 10
2.4.1 社会互依理论 10

2.4.2 Engage in Learning Theories 10
2.4.2 参与学习理论 10

3. Research Design 11
3. 研究设计 11

3.1 Research Questions 11
3.1 研究问题 11

3.2 Research Subjects 12
3.2 研究对象 12

3.3 Research Instruments 12
3.3 研究工具 12

3.3.1 Questionnaire 12
3.3.1 问卷 12

3.3.2 Interview 16
3.3.2 面试 16

3.4 Research Procedures 17
3.4 研究程序 17

3.4.1 Data Collection 17
3.4.1 数据收集 17

3.4.2 Data Analysis 17
3.4.2 数据分析 17

4. Results and Discussion 17
4. 结果与讨论 17

4.1 Results of Data Analysis 17
4.1 数据分析结果 17

4.1.1 Behavioral Participation 19
4.1.1 行为参与 19

4.1.2 Cognitive Participation 21
4.1.2 认知参与 21

4.1.3 Emotional Participation 24
4.1.3 情感参与 24

4.2 Results of Interview Analysis 28
4.2 访谈分析结果 28

4.3 Discussion 31
4.3 讨论 31

4.3.1 Existing Problems and the Reasons 31
4.3.1 现有问题和原因 31

4.3.2 Measures to Solve the Problems 32
解决问题措施 32

5. Conclusions 33
结论 33

5.1 Major Findings 33
主要发现 33

5.2 Implications of this Research 34
研究意义 34

5.3 Limitations of the Study 35
5.3 研究局限性 35

5.4 Suggestions for Further Study 35
5.4 未来研究建议 35

Bibliography 36
参考文献列表 36

Appendix 38
附录 38

Appendix 1 38
附录 1 38

Appendixes 2 41
附录 2 41

Acknowledgements 42
致谢 42

1. Introduction
1. 引言

1.1 Research Background
1.1 研究背景

College English majors are required to have a solid command of listening, speaking, reading, and writing skills, a rich knowledge of linguistics and literature, good translation skills, and cross-cultural communication abilities. Higher education encourages students to exercise their subjective initiative, and students’ classroom participation is a concrete manifestation of this initiative. When students actively and enthusiastically participate in learning activities, the teaching effect will naturally improve. However, many college English classrooms are still centered around the teacher, lacking students’ participation, and most students are passively listening. Therefore, students need to develop a sense of active participation in English classroom cooperative learning, change from passive to active, give full play to their subjective initiative, better absorb classroom knowledge through cooperative learning, solve difficulties encountered in learning, and better improve their English level, so as to have their own advantages in the fierce social competition in the future.
大学英语专业学生需要具备扎实的听、说、读、写能力，丰富的语言学和文学知识，良好的翻译技能和跨文化交际能力。高等教育鼓励学生发挥主观能动性，而学生的课堂参与是这种能动性的具体体现。当学生积极热情地参与学习活动时，教学效果自然会提高。然而，许多大学英语课堂仍然以教师为中心，缺乏学生参与，大多数学生处于被动听讲的状态。因此，学生需要培养英语课堂合作学习的主动参与意识，从被动转变为主动，充分发挥主观能动性，通过合作学习更好地吸收课堂知识，解决学习中遇到的困难，从而更好地提高英语水平，以便在未来激烈的社会竞争中占据自己的优势。

This study aims to understand the current situation of cooperative learning in English classrooms for undergraduate students majoring in English at ethnic universities, and will conduct a survey research from three dimensions: behavioral participation, cognitive participation, and emotional participation. The purpose is to explore whether cooperative learning can increase students’ interest in English learning, improve their classroom participation, and identify which cooperative learning methods are more effective in college English classrooms.
本研究旨在了解民族大学英语专业本科生的英语课堂合作学习的现状，将从行为参与、认知参与和情感参与三个维度进行调查研究。目的是探索合作学习是否能提高学生学习英语的兴趣，改善他们的课堂参与度，并确定哪些合作学习方法在大学英语课堂中更有效。

1.2 Purpose of Present Study
1.2 本研究的目的

This study will investigate the current situation of English majors’ participation in cooperative learning in English classrooms through questionnaire surveys and interviews. The study aims to understand the difficulties and challenges that English majors may encounter in cooperative learning in English classrooms, provide corresponding solutions, and enhance the participation in classroom cooperative learning. Ultimately, the author hopes that this study will bring substantial benefits to cooperative learning in college English classrooms.
本研究将通过问卷调查和访谈调查英语专业学生在英语课堂中参与合作学习的现状。本研究旨在了解英语专业学生在英语课堂合作学习中可能遇到的困难和挑战，提供相应的解决方案，并提高课堂合作学习的参与度。最终，作者希望本研究能为大学英语课堂的合作学习带来实质性的好处。

1.3 Significance of Present Study
1.3 本研究的意义

This study aims to fill the gap in research on cooperative learning in college English classrooms, especially in terms of student classroom participation. By deeply analyzing the current situation of cooperative learning in college English classrooms, it helps English majors learn to study independently, cooperate with others, and explore problems together, which is beneficial to improving their comprehensive quality. This study will have a certain significance for the improvement of cooperative learning theory and provide a basis for improving the actual effect of cooperative learning.
本研究旨在填补大学英语课堂合作学习研究的空白，特别是在学生课堂参与方面。通过深入分析大学英语课堂合作学习的现状，它有助于英语专业学生学习独立研究、与他人合作以及共同探索问题，这对提高他们的综合素质是有益的。本研究对合作学习理论的改进具有一定的意义，并为提高合作学习的实际效果提供了一定的基础。

2. Literature Review
2. 文献综述

2.1 Definition of Cooperative Learning
2.1 合作学习的定义

Cooperative learning is a learning method where students work together in teams to achieve common goals, helping each other. This learning model not only encourages students to strive for the success of the team, but also motivates them to work together for personal growth and the realization of personal goals.
合作学习是一种学习方法，学生以团队形式一起工作以实现共同目标，互相帮助。这种学习模式不仅鼓励学生为团队的成功而努力，还激励他们为了个人成长和个人目标的实现而共同工作。

Johnson (1994) argues that cooperative learning is conducted in groups, where students assist each other within the group to better utilize the learning strengths of both individuals and team members.
约翰逊（1994）认为，合作学习是在小组中进行的，学生们在小组内互相帮助，以更好地利用个人和团队成员的学习优势。

Guskey (1993) defines cooperative learning as a diversified group member cooperative model, in which learners need to cooperate within a group consisting of 2 to 6 people to complete various learning tasks arranged by the teacher.
古斯基（1993）将合作学习定义为一个多元化的组内合作模式，其中学习者需要在由教师安排的各种学习任务中，在由 2 到 6 人组成的小组内进行合作。

Qu (2023) proposes that cooperative learning mainly includes five types of learning methods: problem-based cooperative learning, performance-based cooperative learning, discussion-based cooperative learning, paper-based cooperative learning, and subject-based cooperative learning.
邱（2023）提出，合作学习主要包括五种学习方法：基于问题的合作学习、基于表现的合作学习、基于讨论的合作学习、基于论文的合作学习和基于学科的合作学习。

Based on the research of domestic and foreign scholars on cooperative learning, the author can draw the following conclusions: cooperative learning is a method where students actively participate in class through group collaboration, assist each other to complete the learning tasks arranged by the teacher, and can help students better absorb the knowledge from class.
基于国内外学者对合作学习的研究，作者可以得出以下结论：合作学习是一种通过小组合作让学生积极参与课堂的方法，互相帮助完成教师安排的学习任务，并有助于学生更好地吸收课堂知识。

2.2 Definition of Student Participation
2.2 学生参与的定义

Student participation refers to the level of engagement and involvement that students demonstrate in classroom learning activities. The term “participation” is also considered to mean joining or intervening. Zeng (2001) proposed that student participation refers to a state in which students are engaged in collective activities. Initially, researchers mainly focused on students’ behavioral performance at the individual level, but later gradually realized that in group activities, students’ cognitive and emotional responses are also important.
学生参与是指学生在课堂学习活动中表现出的参与程度和投入程度。该术语“参与”也被理解为加入或干预。Zeng (2001) 提出学生参与是指学生参与集体活动的一种状态。最初，研究人员主要关注学生在个体层面的行为表现，但后来逐渐意识到在小组活动中，学生的认知和情感反应也同样重要。

Zhao (2002) pointed out that students participate in learning activities under the guidance of teachers to improve their personal quality. She emphasized that the participation in learning activities itself is an important process.
Zhao (2002) 指出学生在教师的指导下参与学习活动以提升个人素质。她强调学习活动本身的参与是一个重要过程。

Kim (2013) proposed that student participation refers to the process of psychological investment and effort exerted by students in the process of understanding and mastering knowledge and skills.
Kim (2013) 提出学生参与是指学生在理解和掌握知识技能的过程中所投入的心理资本和努力。

Based on the research of domestic and international authors mentioned above, the author can conclude that student participation can be defined as the level of activity of students in the classroom, the process of students actively thinking about and coming up with solutions to problems in the learning process, and the psychological factors such as the emotions and interests that students have towards learning.
基于上述国内外作者的研究，作者可以得出结论，学生参与可以定义为学生在课堂上的活动水平，学生在学习过程中积极思考和提出解决问题的过程，以及学生对学习的心理因素，如情绪和兴趣。

2.3 Relevant Studies on Abroad and at Home
2.3 国内外相关研究

2.3.1 Research on Cooperative Learning
2.3.1 合作学习研究

In Western countries, the concept of cooperative learning originated in the UK and was further developed systematically in the United States. By the end of the 18th century, cooperative learning began to attract extensive attention from researchers. Johnson D.W. and Johnson R.T. jointly established the Center for Cooperative Learning, dedicated to promoting the concept of cooperative learning globally. Researchers’ exploration of cooperative learning elements has promoted the continuous expansion and improvement of related theories and frameworks. Overall, the academic community generally recognizes three mainstream views: the three-factor theory, the four-factor theory, and the five-factor theory.
在西方国家，合作学习的概念起源于英国，并在美国得到了系统发展。到 18 世纪末，合作学习开始引起研究人员的广泛关注。约翰逊 D.W.和约翰逊 R.T.共同建立了合作学习中心，致力于在全球推广合作学习的理念。研究人员对合作学习要素的探索推动了相关理论和框架的持续扩展和完善。总的来说，学术界普遍认可三种主流观点：三因素理论、四因素理论和五因素理论。

Slavin (1980) proposed that cooperative learning includes three core elements: common group goals, individual responsibility, and equal opportunities for success. In this learning model, students build connections and enhance learning motivation through common group goals; individual responsibility is the key to achieving these common goals, requiring each member to participate and understand the learning content; at the same time, each student should have equal opportunities to succeed, and their efforts should be recognized. This provides a clear starting point for understanding the basic framework of cooperative learning.
斯拉文（1980）提出合作学习包括三个核心要素：共同小组目标、个人责任和成功的机会均等。在这种学习模式中，学生通过共同小组目标建立联系并提高学习动机；个人责任是实现这些共同目标的关键，要求每个成员参与并理解学习内容；同时，每个学生都应该有成功的机会，并且他们的努力应该得到认可。这为理解合作学习的基本框架提供了一个明确的起点。

Coelho (1996) emphasizes the four key elements of cooperative learning: task design, group construction and management, social factors, and exploratory dialogue. He believes that forming heterogeneous groups of four, considering students’ academic level, language ability, and cultural background, helps students establish interdependent relationships and actively take personal responsibility. This emphasizes the key elements of cooperative learning and the importance of heterogeneous groups in establishing an effective cooperative learning environment.
科埃略（1996）强调合作学习的四个关键要素：任务设计、小组构建和管理、社会因素和探索性对话。他认为，考虑学生的学术水平、语言能力和文化背景，形成由四人组成的异质小组，有助于学生建立相互依赖的关系并积极承担个人责任。这强调了合作学习的关键要素以及异质小组在建立有效合作学习环境中的重要性。

Johnson (1991) further points out that the success of cooperative learning depends on five key factors: positive interdependence, individual accountability, interpersonal and group skills, face-to-face constructive interaction, and group self-assessment. Positive interdependence is the foundation; without it, students find it difficult to form effective cooperation. Establishing this interdependence through the setting of common goals, clear roles, and reward mechanisms helps promote the establishment of interpersonal relationships. The implementation of individual accountability is the core of cooperative learning, as students need to focus on both individual learning and group activities. Moreover, interpersonal and social skills are crucial, as students need to trust each other and solve problems constructively. Ultimately, through group self-assessment, students can achieve their goals together. This indicates the importance of establishing positive interdependence, defining responsibilities clearly, developing interpersonal skills, engaging in constructive interaction, and conducting self-assessment in cooperative learning.
约翰逊（1991）进一步指出，合作学习的成功取决于五个关键因素：积极互依、个人责任、人际和群体技能、面对面建设性互动以及群体自我评估。积极互依是基础；没有它，学生很难形成有效的合作。通过设定共同目标、明确角色和奖励机制来建立这种互依关系，有助于促进人际关系的建立。个人责任的实施是合作学习的核心，因为学生需要关注个人学习和群体活动。此外，人际和社会技能至关重要，因为学生需要相互信任并建设性地解决问题。最终，通过群体自我评估，学生可以共同实现目标。这表明建立积极互依、明确责任、发展人际技能、进行建设性互动和进行自我评估在合作学习中的重要性。

In the field of international cooperative learning, the five-factor theory has been widely recognized. Although different researchers have their own understandings of these basic elements, there are still some consensus elements, such as individual responsibility. Understanding these common elements is of great significance for a deeper grasp and definition of cooperative learning.
在国际合作学习领域，五因素理论已被广泛认可。尽管不同研究者对这些基本元素有自己的理解，但仍然存在一些共识元素，例如个人责任感。理解这些共同元素对于更深入地把握和定义合作学习具有重要意义。

The rapid development of cooperative learning theory has led to the deepening of research on its practical applications. During this period, various classic cooperative learning models emerged, such as the jigsaw method, co-learning, and cooperative reading and writing integration, etc. Fathman (1993) points out that cooperative learning greatly promotes students’ progress in second language acquisition by providing frequent opportunities for knowledge exchange. This is a refined summary of the role of cooperative learning in second language teaching, emphasizing the importance of communication opportunities for the progress of language learning. Many studies show that cooperative learning can enhance learners’ confidence, optimize the reception and expression of information, thereby improving learning efficiency.
合作学习理论的快速发展促使其实践应用研究的深入。在这一时期，涌现出各种经典的合作学习模式，如拼图法、协同学习和合作读写整合等。Fathman（1993）指出，合作学习通过提供频繁的知识交流机会，极大地促进了学生在第二语言习得方面的进步。这是对合作学习在第二语言教学中作用的精炼总结，强调了交流机会对语言学习进步的重要性。许多研究表明，合作学习可以增强学习者的自信心，优化信息的接收和表达，从而提高学习效率。

Since the late 1980s, the research on cooperative learning in China has gradually emerged and rapidly developed in the mid-1990s, with its influence expanding from regional to the national educational field. In this process, many Chinese scholars and researchers have made significant contributions to the development of cooperative learning and proposed various definitions, including formalism, activity theory, and strategy theory. Pei (2000) emphasized that cooperative learning is a subject interaction and based on practical activities, which is not only an effective learning method but also an important teaching idea and method to promote the overall development of students and society. This is a refined summary of the value of cooperative learning, emphasizing its important role in educational practice and students’ development.
自 20 世纪 80 年代末以来，中国对合作学习的研究逐渐兴起，并在 20 世纪 90 年代中期迅速发展，其影响力从地区扩展到全国教育领域。在这一过程中，许多中国学者和研究人员为合作学习的发展做出了重要贡献，并提出了各种定义，包括形式主义、活动理论和策略理论。Pei (2000) 强调合作学习是一种基于实践活动的主体的互动，它不仅是一种有效的学习方法，也是促进学生和社会全面发展的重要教学思想和教学方法。这是对合作学习价值的精炼总结，强调了其在教育实践和学生发展中的重要角色。

Ma (2003) proposed that cooperative learning is a learning strategy based on group division of labor and cooperation, centered on students, and aims to improve and promote each other through the completion of learning activities with clear division of labor, achieving common learning goals. This definition comprehensively summarizes the core elements and objectives of cooperative learning, emphasizes the central position of students in cooperative learning and the importance of group collaboration, and provides clear guidance for understanding and implementing cooperative learning.
马克（2003）提出，合作学习是一种基于小组分工合作、以学生为中心的学习策略，旨在通过明确的分工完成学习活动，相互促进，实现共同的学习目标。这个定义全面总结了合作学习的核心要素和目标，强调了学生在合作学习中的中心地位和团队协作的重要性，为理解和实施合作学习提供了明确的指导。

Gao (2021) points out that the problems existing in classroom cooperative learning include the incomplete understanding of teaching and students about cooperative learning methods and strategies, and the unsmoothness of the cooperative process; the planning, implementation, and summary of cooperative learning lack clear norms, and formalism is serious. This sentence not only accurately points out the core issues in cooperative learning, but also provides an important reference for the improvement and optimization of cooperative learning.
高（2021）指出，课堂合作学习中存在的问题包括对合作学习方法策略的理解不完整，合作过程不顺畅；合作学习的计划、实施和总结缺乏明确的规范，形式主义严重。这句话不仅准确指出了合作学习中的核心问题，也为合作学习的改进和优化提供了重要参考。

Chinese scholars, when studying cooperative learning, generally emphasize students’ active participation and comprehensive development, which is consistent with the goals of domestic education and the demand for talent cultivation, reflecting the characteristics of Chinese education.
中国学者在研究合作学习时，一般强调学生的积极参与和全面发展，这与国内教育的目标以及人才培养的需求相一致，体现了中国教育的特点。

With the exploration of researchers in English classroom practice, cooperative learning has been proven to enhance students’ classroom participation. Wang (2016) found in a survey of the participation effects of college students’ group cooperative learning that there is a positive correlation between students’ learning effectiveness and their enthusiasm, and this correlation shows significant differences among different students. This provides valuable insights into the role of cooperative learning in improving college students’ learning effectiveness and emphasizes the importance of considering individual differences among students when implementing cooperative learning.
随着英语课堂实践领域研究者的探索，合作学习已被证明能够增强学生的课堂参与度。王（2016）在对大学生小组合作学习参与效果的调查中发现，学生的学习效果与他们的积极性之间存在正相关关系，并且这种相关性在不同学生之间表现出显著差异。这为合作学习在提高大学生学习效果中的作用提供了宝贵的见解，并强调了在实施合作学习时考虑学生个体差异的重要性。

Jia (2015) analyzed the influencing factors of college students’ participation in cooperative learning and found that students’ laziness and lack of interest in tasks are the main subjective reasons affecting their participation. This provides profound insights into the field of cooperative learning, especially in understanding the psychological motivations of students’ participation, which is of great significance for optimizing cooperative learning practices and improving students’ earning outcomes.
贾（2015）分析了大学生参与合作学习的影响因素，发现学生的懒惰和对任务缺乏兴趣是影响他们参与的主要主观原因。这为合作学习领域提供了深刻的见解，特别是在理解学生参与的心理动机方面，对于优化合作学习实践和提高学生的学业成果具有重要意义。

Li (2019) explored two different forms of participation in cooperative learning: marginal participation and core participation, and proposed that by integrating independent learning and cooperative learning, nonlinear participation and linear participation, and the roles of members and group leaders, to promote the realization of core participation. This provides profound insights into understanding and improving participation issues in cooperative learning, and has high academic value and practical significance.
李（2019）探讨了合作学习中两种不同的参与形式：边缘参与和核心参与，并提出通过整合自主学习与合作学习、非线性参与与线性参与、成员和小组领导的角色，来促进核心参与的实现。这为理解和改进合作学习中的参与问题提供了深刻的见解，具有较高的学术价值和实践意义。

Wang (2020) adopted a combined method of quantitative and qualitative research to explore the impact of group cooperative learning on classroom participation, finding that cooperative learning significantly improved students’ performance in behavioral participation, and through this learning method, students’ classroom participation and interest in learning English were both enhanced. These findings not only confirm the positive role of cooperative learning in enhancing students’ classroom participation, but also reveal that cooperative learning can enhance students’ interest in learning English, which is of great importance for improving teaching quality and students’ satisfaction.
王（2020）采用定量和定性相结合的研究方法，探讨了小组合作学习对课堂参与的影响，发现合作学习显著提高了学生在行为参与方面的表现，并且通过这种学习方法，学生的课堂参与和学习英语的兴趣都得到了增强。这些发现不仅证实了合作学习在提高学生课堂参与方面的积极作用，还揭示了合作学习可以提高学生学习英语的兴趣，这对提高教学质量和学生满意度具有重要意义。

Overall, foreign research on cooperative learning focuses more on its macro effects, and it is generally believed that the cooperative learning theory can not only stimulate students’ enthusiasm for learning and improve learning effectiveness but also have a positive impact on students’ cognitive and emotional development. In contrast, domestic research on cooperative learning started later and is mostly from the perspective of teachers, with less discussion from the students’ perspective. In addition, domestic research often explores cooperative learning as a whole, lacking in-depth analysis of specific issues, such as students’ attitudes towards cooperative learning, whether they can master the skills of cooperative learning, and the reasons for low participation. Therefore, it is necessary to further understand the current situation’
总的来说，国外关于合作学习的研究更关注其宏观效应，人们普遍认为合作学习理论不仅可以激发学生的学习热情、提高学习效率，还可以对学生认知和情感发展产生积极影响。相比之下，国内关于合作学习的研究起步较晚，大多从教师的角度出发，学生的视角讨论较少。此外，国内研究往往将合作学习作为一个整体来探讨，缺乏对具体问题的深入分析，例如学生对合作学习的态度、他们是否能掌握合作学习技能以及参与度低的原因。因此，有必要进一步了解当前情况。 s participation of college students in English cooperative learning and identify existing problems. In terms of classroom participation, cooperative learning can enhance students’ engagement and interest in learning by providing more interactive opportunities. Cooperative learning can create a relaxed, active, and open teaching atmosphere, allowing students to actively participate in teaching and fully stimulate their autonomy and subjective consciousness. In addition, elements such as “positive interdependence,” “individual responsibility,” “promotive interaction,” and “social skills” in cooperative learning are all key factors in improving students’ classroom participation. Through cooperative learning, students can not only improve their academic abilities but also develop social skills, which are crucial for classroom participation and future social adaptation. This study combines cooperative learning with specific practices of students’ classroom participation, aiming to explore students’ classroom participation in cooperative learning and provide references and suggestions for English teachers to improve teaching effectiveness, stimulate students’ learning initiative, and enhance students’ learning ability.
s 参与英语合作学习并识别现有问题。在课堂参与方面，合作学习可以通过提供更多互动机会来增强学生的参与度和学习兴趣。合作学习可以创造一个轻松、活跃、开放的教学氛围，让学生积极参与教学，充分激发他们的自主性和主观意识。此外，“积极相互依赖”、“个人责任”、“促进性互动”和“社交技能”等合作学习中的要素都是提高学生课堂参与度的关键因素。通过合作学习，学生不仅可以提高他们的学术能力，还可以培养社交技能，这对于课堂参与和未来的社会适应至关重要。 这项研究结合了合作学习与学生课堂参与的特定实践，旨在探索学生在合作学习中的课堂参与情况，并为英语教师提供提高教学效果、激发学生学习主动性、增强学生学习能力的参考和建议。

2.3.2 Research on Classroom Participation
2.3.2 课堂参与研究

Scholars abroad have focused their research on classroom participation in three areas. First, exploring the relationship between students’ participation and academic performance. Second, analyzing factors affecting students’ participation. Third, studying strategies to enhance classroom participation. Skinner’s
国外学者将他们的研究集中在课堂参与的三个领域。首先，探索学生参与与学业成绩之间的关系。其次，分析影响学生参与的因素。第三，研究提高课堂参与策略。斯金纳的 (1993) research indicates that there is a significant positive correlation between students’ participation and academic performance. Students who actively participate in class tend to have better self-regulation abilities. This not only has important theoretical value, but also provides strong support and suggestions for improving students’ classroom participation and academic performance at the practical level. Galyon’ s (2012) study suggests that the relationship between students’ self-efficacy, academic performance, and classroom participation reveals that students with better grades tend to be more actively involved in classroom activities. The study also found that students’ classroom participation has a reverse effect on their academic performance. Students who are actively involved in learning often achieve better results, while those with lower participation or non-participation may be marginalized. This provides profound insights into the complex relationship between students’ self-efficacy, academic performance, and classroom participation, especially in terms of how to improve classroom participation to enhance students’ academic performance. Alkin’s
(1993)研究表明，学生的参与度和学业成绩之间存在显著的正相关关系。积极参与课堂的学生往往具有更好的自我调节能力。这不仅具有重要的理论价值，而且在实践层面为提高学生的课堂参与度和学业成绩提供了强有力的支持和建议。Galyon’ s (2012)的研究表明，学生自我效能感、学业成绩和课堂参与度之间的关系揭示，成绩较好的学生往往更积极地参与课堂活动。该研究还发现，学生的课堂参与度对他们的学业成绩有反向影响。积极参与学习的学生往往能取得更好的成绩，而参与度较低或没有参与的学生可能会被边缘化。这为学生自我效能感、学业成绩和课堂参与度之间复杂的关系提供了深刻的见解，特别是在如何提高课堂参与度以提升学生学业成绩方面。Alkin’s (2002) research mentions that students are more inclined to absorb new knowledge through practice, therefore, implementing role-playing activities in class can effectively enhance students’ classroom participation. This indicates that the view of improving interest and enthusiasm through practice and participation is applicable to various situations to increase students’ engagement. These studies have demonstrated the importance of classroom participation and its influencing factors from multiple dimensions.
(2002) 研究提到，学生更倾向于通过实践吸收新知识，因此，在课堂上实施角色扮演活动可以有效地提高学生的课堂参与度。这表明通过实践和参与来提高兴趣和热情的观点适用于各种情况，以增加学生的投入。这些研究从多个维度证明了课堂参与的重要性及其影响因素。

Chinese scholars’ research on classroom participation mainly focuses on three core areas: the relationship between student participation and academic performance, the factors affecting student participation, and strategies to enhance classroom participation. Qu (2023) points out that the research on the relationship between students’ participation and academic performance in China started relatively late, but it is generally recognized that there is a positive correlation between the two. This provides a concise overview of the current situations of research on the relationship between students’ participation and academic performance in China, and points out the general consensus and potential value in this research field. Zeng (2001) proposed that students with lower grades often lack the enthusiasm to participate in class due to concerns about their inability to successfully complete classroom tasks. If this attitude persists, it may lead to negative long-term consequences. This provides an explanation for the low classroom participation of students with poor grades, also offers a framework for thinking about how to improve the participation and confidence of all students, and emphasizes the importance of solving this problem.
中国学者对课堂参与的研究主要集中在三个核心领域：学生参与与学业成绩的关系、影响学生参与的因素以及提高课堂参与的策略。Qu (2023) 指出，中国关于学生参与与学业成绩关系的研究起步相对较晚，但普遍认为两者之间存在正相关关系。这为当前中国学生参与与学业成绩关系的研究现状提供了一个简洁的概述，并指出了该研究领域的普遍共识和潜在价值。Zeng (2001) 提出成绩较低的学生往往缺乏参与课堂的热情，因为他们担心自己无法成功完成课堂任务。如果这种态度持续存在，可能会导致长期的负面后果。 这为成绩差的学生课堂参与度低提供了解释，也提供了一个思考如何提高所有学生参与度和自信心的框架，并强调了解决这个问题的必要性。

Kang and Hai (2013) found in their study of English majors that students’ anxiety has a negative impact on classroom participation, with stronger anxiety leading to lower participation. This study provides important insights into the relationship between students’ anxiety and classroom participation, emphasizing the necessity of reducing students’ anxiety to enhance classroom participation. Bai (2016) proposes that students need to cultivate good study habits and the ability to think independently in personal development. This provides a valuable perspective for individual student development, emphasizing the importance of study habits and independent thinking abilities in education. The above research can provide new ideas for improving students’ classroom participation, reflecting the importance of classroom participation.
康和海（2013）在他们关于英语专业的研究中发现，学生的焦虑对课堂参与有负面影响，焦虑越强，参与度越低。这项研究为学生焦虑与课堂参与之间的关系提供了重要见解，强调了减少学生焦虑以提高课堂参与的必要性。白（2016）提出，学生需要在个人发展中培养良好的学习习惯和独立思考能力。这为个人学生发展提供了一个有价值的视角，强调了学习习惯和独立思考能力在教育中的重要性。上述研究可以为提高学生课堂参与度提供新思路，反映了课堂参与的重要性。

Based on the existing research, studies on classroom participation in foreign countries started earlier, and most of the research does not depend on a specific disciplinary background. Domestic scholars tend to study students’ participation based on specific disciplines, such as physics and biology. In the research on cooperative learning in the English discipline, although there have been theoretical achievements, there are still shortcomings, such as the lack of in-depth discussion of problems and insufficient attention to cognitive and emotional participation. Cooperative learning, as a teaching strategy, emphasizes the interaction and cooperation of students in groups to achieve common learning goals. Cooperative learning is not only beneficial for the achievement of knowledge-based goals but also for the achievement of process-based goals, and is conducive to the cultivation of emotions, attitudes, and values. This study will combine the characteristics of cooperative learning, first through questionnaires and interviews and other methods to understand the current situation of classroom participation of English majors in cooperative learning, and analyze the existing problems. Second, through interviews with students to understand their views on cooperative learning, identify problems and put forward suggestions, aiming to provide reference for improving the participation of students in cooperative learning in English classrooms.
基于现有研究，国外关于课堂参与的研究起步较早，且大多数研究不依赖于特定的学科背景。国内学者倾向于基于特定学科研究学生的参与情况，例如物理和生物。在英语学科合作学习的研究中，虽然已经取得了一些理论成果，但仍存在一些不足，例如对问题的深入讨论不足，以及对认知和情感参与的重视不够。合作学习作为一种教学策略，强调学生在小组中的互动与合作，以实现共同的学习目标。合作学习不仅有利于知识性目标的实现，也有利于过程性目标的实现，并且有利于情感、态度和价值观的培养。本研究将结合合作学习的特点，首先通过问卷和访谈等方法了解英语专业学生合作学习中课堂参与的现状，并分析存在的问题。 其次，通过访谈学生了解他们对合作学习的看法，找出问题并提出建议，旨在为提高英语课堂中学生对合作学习的参与度提供参考。

2.4 Theoretical Bases
2.4 理论基础

2.4.1 Theory of Social Interdependence
2.4.1 社会互依理论

Acoording to Qu (2023), the theory of social interdependence emerged in the 1940s, with Kurt Koffka first proposing the concept of groups. Kurt Lewin then developed this theory further, suggesting that competition and cooperation among groups can promote the formation of interdependence. The theory of social interdependence mainly explores the behavioral efficiency, psychological activities, and interaction patterns of individuals in social cooperation and competition. At the same time, Qu (2023) holds that through three different forms of interdependence, namely, positive interdependence, negative interdependence, and non-interdependence. Three different interaction outcomes will be produced: facilitative interaction, adversarial interaction, and negative interaction.
根据 Qu (2023) 的观点，社会互依理论于 20 世纪 40 年代兴起，库尔特·考夫卡首先提出了群体的概念。库尔特·勒温进一步发展了这一理论，提出群体间的竞争与合作可以促进互依关系的形成。社会互依理论主要探讨个人在社会合作与竞争中的行为效率、心理活动和互动模式。同时，Qu (2023) 认为，通过三种不同的互依形式，即积极互依、消极互依和非互依，将产生三种不同的互动结果：促进性互动、对抗性互动和消极性互动。

It can be seen that the above three interactive results also provide insights and guidance for cooperative learning. Establishing a positive interdependence learning environment is conducive to students’ willingness to actively participate in classroom activities, cooperate with group members in learning, and promote the formation of constructive interaction results in the process, better stimulating positive interaction among members, and achieving the effect of in-depth learning and communication.
可以看出，上述三种互动结果也为合作学习提供了见解和指导。建立积极互赖的学习环境有利于学生的积极参与课堂活动，与学习小组成员合作，并在过程中促进建设性互动结果的形成，更好地激发成员间的积极互动，实现深入学习和交流的效果。

2.4.2 Engage in Learning Theories
2.4.2 参与学习理论

Qu (2023) think that the theory of engagement learning was proposed by the American scholar Kearsley and is also known as the engagement theory. The core theory of this view is that effective learning can only be achieved when learners are fully engaged in the learning state. Meanwhile, he argues that there are three core principles of engage in learning theory: the principle of interaction, the principle of creation, and the principle of contribution. The principle of interaction requires learners to learn to communicate actively, work together with the team to solve problems that arise in learning. The principle of creation is a purposeful creative activity, where teachers present the content of learning through the form of setting questions, and students complete this activity by using the knowledge they have learned. The principle of contribution requires learners to learn to apply the knowledge they have learned to daily life, realize the transformation from theory to reality, and have a positive impact on actual life (Qu, 2023). Therefore, it is necessary to be good at applying the three principles of engagement learning theory to cooperative learning.
Qu (2023) 认为，参与式学习理论是由美国学者 Kearsley 提出的，也称为参与理论。该观点的核心理论是，只有当学习者完全投入学习状态时，才能实现有效学习。同时，他认为参与式学习理论有三条核心原则：互动原则、创造原则和贡献原则。互动原则要求学习者学会积极沟通，与团队一起解决学习中出现的问题。创造原则是一种有目的的创造性活动，教师通过设置问题的形式呈现学习内容，学生利用所学知识完成这项活动。贡献原则要求学习者学会将所学知识应用于日常生活，实现从理论到现实的转变，并对实际生活产生积极影响（Qu, 2023）。因此，将参与式学习理论的三条原则应用于合作学习是必要的。

Engage in learning theory involves three key elements cognitive engagement, behavioral engagement and emotional engagement. These elements require students to be involved in the process of classroom participation with cognition, engagement, and emotion. Collaborative learning, as a student-centered learning approach, allows students to collaborate with group members through methods such as group work, apply the knowledge they have learned to solve problems, and this is also what the theory of engagement in learning advocates. Through this collaborative learning that helps each other, students can better participate in class and learn knowledge. It can be seen that the theory of engagement in learning also provides certain theoretical support for collaborative learning.
参与学习理论涉及三个关键要素：认知参与、行为参与和情感参与。这些要素要求学生在课堂参与过程中，用认知、参与和情感参与其中。协作学习作为一种以学生为中心的学习方法，允许学生通过小组合作等方式与组员合作，应用他们所学的知识来解决问题，这也是学习参与理论所倡导的。通过这种互相帮助的协作学习，学生可以更好地参与课堂并学习知识。由此可见，学习参与理论也为协作学习提供了一定的理论支持。

3. Research Design
3. 研究设计

3.1 Research Questions
3.1 研究问题

This article will use questionnaires and interviews to explore and solve the problems that students in English majors of ethnic universities may encounter in cooperative learning. These research questions are as follows.
本文将使用问卷调查和访谈来探讨和解决民族大学英语专业学生在合作学习中可能遇到的问题。这些研究问题如下。

(1) What is the current situation of English majors’ participation in cooperative learning in English classrooms?
(1) 英语专业学生在英语课堂中参与合作学习的现状如何？

(2) What problems do English majors face in English cooperative learning classes?
(2) 英语专业学生在英语合作学习课堂中面临哪些问题？

(3) What strategies can be adopted to solve the problems that arise in English cooperative learning in the classroom?
(3) 可以采取哪些策略来解决英语课堂中合作学习出现的问题？

3.2 Research Subjects
3.2 研究对象

This article will randomly select English majors from Youjiang Medical University for Nationalities as the research subjects. Youjiang Medical University for Nationalities is a full-time regular undergraduate college directly under the administration of the Guangxi Zhuang Autonomous Region, located in Baise City, Guangxi Zhuang Autonomous Region. Most of the students here come from Guangxi, so a questionnaire survey was conducted among the English majors of Youjiang Medical University for Nationalities. The questionnaire can also objectively reflect the basic situation of students in cooperative learning.
本文将随机选取右江民族医学院英语专业的学生作为研究对象。右江民族医学院是广西壮族自治区直属的全日制普通本科院校，位于广西壮族自治区百色市。这里的大部分学生来自广西，因此对右江民族医学院的英语专业学生进行了问卷调查。问卷也能客观反映学生合作学习的基本情况。

3.3 Research Instruments
3.3 研究工具

This study takes students majoring in English at ethnic university as the research subjects and uses questionnaires from other researchers. The questionnaire includes three dimensions, namely behavioral participation, cognitive participation, and emotional participation. In addition to the questionnaire survey, the author also adds an interview section to better explore the current situation of student participation in cooperative learning in English classrooms.
本研究以民族大学英语专业的学生为研究对象，并使用其他研究者的问卷。问卷包括三个维度，即行为参与、认知参与和情感参与。除了问卷调查，作者还增加了一个访谈部分，以更好地探索英语课堂中学生合作学习的现状。

3.3.1 Questionnaire
3.3.1 问卷

This article uses the measurement scale of Qu Hongyu (2023), which is a tool specially designed for measuring cooperative learning. The purpose of the questionnaire is to understand the current situation of English majors’ participation in cooperative learning in English classrooms. The questionnaire consists of 31 single-choice questions, each with five options, which include strongly disagree, disagree, neutral, agree, and strongly agree. This can reflect the current situation of student participation in cooperative learning in English classrooms. To reduce the psychological burden on the respondents, the questionnaire will be distributed “in an anonymous form.” To better differentiate them, they can be divided into three dimensions, where questions 1-7 are behavioral participation, questions 8-17 are cognitive participation, and questions 18-31 are emotional participation. To ensure the reliability of the questionnaire, the author uses SPSSAU to measure reliability, and the SPSSAU data analysis results are shown in the figure below.
本文使用了 Qu Hongyu（2023）的测量量表，这是一个专门用于测量合作学习的工具。问卷的目的是了解英语专业学生在英语课堂中参与合作学习的现状。问卷由 31 道单选题组成，每个选项有五个选项，包括非常不同意、不同意、中立、同意和非常同意。这可以反映学生参与英语课堂合作学习的现状。为了减轻受访者的心理负担，问卷将以“匿名形式”分发。为了更好地区分，它们可以分为三个维度，其中问题 1-7 是行为参与，问题 8-17 是认知参与，问题 18-31 是情感参与。为了确保问卷的可靠性，作者使用 SPSSAU 进行信度测量，SPSSAU 数据分析结果如图所示。

Based on the above data, the SPSSAU data analysis shows that the reliability coefficient is 0.953. Based on a large number of studies and tests, this data is greater than 0.8, indicating that the reliability and quality of the research data are good.
根据上述数据，SPSSAU 数据分析显示信度系数为 0.953。根据大量研究和测试，该数据大于 0.8，表明研究数据的可靠性和质量良好。

When conducting a questionnaire survey, both reliability and validity should be considered. The author used the SPSSAU software to perform KMO and Bartlett’s Sphericity test. Detailed information is as follows.
在进行问卷调查时，应同时考虑可靠性和有效性。作者使用 SPSSAU 软件进行了 KMO 和 Bartlett 球形度检验。详细信息如下。

The analysis of the questionnaire’s validity using SPSSAU shows that the KMO value of the questionnaire is 0.955, which is greater than 0.8. The significance probability is 0.000, which is less than 0.005. It meets the criteria for validity. This indicates that the questionnaire has a high validity.
使用 SPSSAU 对问卷效度进行分析表明，问卷的 KMO 值为 0.955，大于 0.8。显著性概率为 0.000，小于 0.005。符合效度标准。这表明问卷具有很高的效度。

3.3.2 Interview
3.3.2 访谈

Interviews as a supplement to questionnaires can make up for the shortcomings of questionnaires and better reflect the current participation situation of English majors in ethnic university in classroom cooperative learning. Therefore, after the questionnaire survey was completed, the author conducted interviews with 5 English majors at Youjiang Medical University for Nationalities, which can provide a more objective understanding of the current participation situation of English majors’ classroom cooperative learning. The interview questions are as follows:
访谈作为问卷的补充，可以弥补问卷的不足，更好地反映民族大学英语专业学生在课堂合作学习中的当前参与情况。因此，在问卷调查完成后，作者对右江民族医学大学的 5 名英语专业学生进行了访谈，这可以更客观地了解英语专业学生课堂合作学习的当前参与情况。访谈问题如下：

(1) Do you think it is important for students to participate in cooperative learning? Why?
（1）你认为学生参与合作学习重要吗？为什么？

(2) Do you have your own methods for cooperative learning? Please briefly introduce them.
（2）你是否有自己合作学习的方法？请简要介绍。

(3) What difficulties have you encountered in participating in cooperative learning? How did you solve them?
（3）你在参与合作学习时遇到了哪些困难？你是如何解决的？

3.4 Research Procedures
3.4 研究程序

3.4.1 Data Collection
3.4.1 数据收集

In December 2024, the author distributed a questionnaire to English majors at Youjiang Madical University for Nationalities to investigate the current participation situation of English majors in ethnic university in classroom cooperative learning. The specific steps are as follows: first, the author created an online questionnaire using Questionnaire Star. Second, after automatically setting the link, the author sent the link to the English majors. Finally, the author collected 205 questionnaires, all of which were valid. The questionnaire was filled out anonymously to allow students to fill it out according to their actual situation. The results of the questionnaire are only used for thesis research and are not publicly disclosed. In addition, this study also conducted individual interviews with five students to make up for the shortcomings of the questionnaire. During the interview, the author not only recorded the interview content in writing but also obtained the consent of the interviewee to record the interview.
2024 年 12 月，作者向右江民族医学院英语专业的学生发放了一份问卷，以调查民族大学英语专业学生在课堂合作学习中的参与现状。具体步骤如下：首先，作者使用问卷星创建了一份在线问卷。其次，在自动设置链接后，作者将链接发送给英语专业的学生。最后，作者收集了 205 份问卷，全部有效。问卷采用匿名方式填写，以允许学生根据实际情况填写。问卷结果仅用于论文研究，不公开披露。此外，本研究还对五名学生进行了个别访谈，以弥补问卷的不足。在访谈过程中，作者不仅将访谈内容记录在纸上，还获得了受访者的同意进行录音。

3.4.2 Data Analysis
3.4.2 数据分析

After collecting the required data, the author analyzed it using SPSSAU and the Wenjuanxing application, aiming to explore the main factors affecting the participation of English majors in cooperative learning. This includes the analysis of behavioral engagement, cognitive engagement and emotional engagement. Besides, the author also randomly selected 5 students from the English majors of Youjiang Medical University for Nationalities for face-to-face interviews, guiding them to express their own views and ideas on a certain issue, recording all the dialogue content, and then integrating and analyzing it.
在收集所需数据后，作者使用 SPSSAU 和问卷星应用程序对其进行了分析，旨在探讨影响英语专业学生参与合作学习的主要因素。这包括对行为参与度、认知参与度和情感参与度的分析。此外，作者还从右江民族医学院英语专业中随机抽取了 5 名学生进行面对面访谈，引导他们表达自己对该问题的观点和想法，记录所有对话内容，然后进行整合和分析。

4. Results and Discussion
4. 结果与讨论

4.1 Results of Data Analysis
4.1 数据分析结果

The questionnaire was distributed at Youjiang Madical University for Nationalities. A total of 205 questionnaires were distributed, of which 205 were valid. The questionnaire is divided into three dimensions, which include behavioral participation, cognitive participation, and emotional participation. The author will conduct a detailed analysis of these three dimensions. The specific data are shown in table 1 below.
问卷在右江民族医学院发放。共发放 205 份问卷，其中 205 份有效。问卷分为三个维度，包括行为参与、认知参与和情感参与。作者将对这三个维度进行详细分析。具体数据如下表 1 所示。

The above data indicates that in 205 survey samples, the minimum value of behavioral participation is 1.429, the maximum value is 5, the average value is 3.686, and the standard deviation is 0.796. The minimum value of cognitive participation is 1.4000, the maximum value is 5, the average value is 3.746, and the standard deviation is 0.767. The minimum value of emotional participation is 1.857, the maximum value is 5, the average value is 3.647, and the standard deviation is 0.629. It can be seen that the data shows that the maximum values of the three dimensions are all the same, indicating that the surveyed individuals are very active in terms of cognitive participation, behavioral participation, and emotional participation. In the minimum values of the three dimensions, the minimum value of emotional participation is the highest, indicating that the surveyed individuals have a relatively good overall performance in emotional participation, with fewer cases of extremely low emotional participation. In the average values of the three dimensions, the average value of cognitive participation is the highest, indicating that the surveyed individuals have a relatively good overall performance in cognitive participation, and may be more inclined to positive thinking and understanding of learning content. In the standard deviations of the three dimensions, the standard deviation of behavioral participation is the largest, indicating that the subjects under investigation show a relatively wide distribution in terms of behavioral participation, with a relatively low level of participation.
以上数据表明，在 205 份调查样本中，行为参与的最低值为 1.429，最高值为 5，平均值为 3.686，标准差为 0.796。认知参与的最低值为 1.4000，最高值为 5，平均值为 3.746，标准差为 0.767。情感参与的最低值为 1.857，最高值为 5，平均值为 3.647，标准差为 0.629。可以看出，数据显示三个维度的最高值都相同，表明被调查者在认知参与、行为参与和情感参与方面都非常积极。在三个维度的最低值中，情感参与的最低值最高，表明被调查者在情感参与方面表现相对较好，极少出现情感参与极低的情况。 在三个维度的平均值中，认知参与的平均值最高，这表明被调查者认知参与的整体表现相对较好，可能更倾向于积极思考和理解学习内容。在三个维度的标准差中，行为参与的标准差最大，这表明被调查对象在行为参与方面表现出相对较宽的分布，参与水平相对较低。

In summary, the average values of the three dimensions are all at a moderate level, indicating that the surveyed individuals have a good overall participation in behavior, cognition, and emotion, but there are certain differences. Since the average value of cognitive participation is the highest, this shows that cognitive participation has the greatest impact on the behavioral descriptions of students participating in cooperative learning.
总而言之，三个维度的平均值都处于中等水平，这表明被调查者在行为、认知和情感方面的整体参与度良好，但存在一定差异。由于认知参与的均值最高，这表明认知参与对参与合作学习的学生的行为描述影响最大。

4.1.1 Behavioral Participation
4.1.1 行为参与

In the questionnaire of this study, questions 1-7 are designed to investigate behavioral participation. The statistical results are shown in table 2.
在这项研究的问卷中，问题 1-7 旨在调查行为参与情况。统计结果如表 2 所示。

According to the data from the first question of the questionnaire, during the activity discussion, students can concentrate on listening to their peers’ speeches. The minimum value of this question is 1, the maximum value is 5, the average value is 3.873, and the standard deviation is 0.882. It can be seen that most students can maintain concentration in discussions and cooperative learning, while a small number of students may lack concentration.
根据问卷第一题的数据，在活动讨论中，学生可以专注于听同学的发言。该题的最小值为 1，最大值为 5，平均值为 3.873，标准差为 0.882。可以看出，大多数学生能在讨论和合作学习中保持专注，而少数学生可能缺乏专注。

According to the data from the second question of the questionnaire, for issues that cannot be resolved in the discussion, students will continue to look for solutions after class. The minimum value of this question is 1, the maximum value is 5, the average value is 3.805, and the standard deviation is 0.960. The author can understand that most students are willing to actively seek solutions to unresolved issues after class, showing high learning enthusiasm, while a small number of students are unwilling to solve leftover issues or do not pay attention to solving them, showing low learning enthusiasm.
根据问卷第二题的数据，对于在讨论中无法解决的问题，学生们会继续在课后寻找解决方案。该题的最小值为 1，最大值为 5，平均值为 3.805，标准差为 0.960。作者可以理解，大多数学生愿意在课后积极寻求未解决问题，显示出较高的学习热情，而少数学生不愿解决遗留问题或不关注解决这些问题，显示出较低的学习热情。

In the third question of the survey, students are good at participating in discussions and expressing their own opinions. The minimum value of this question is 1, the maximum value is 5, the average value is 3.668, and the standard deviation is 1.004. This indicates that most students are willing to show themselves in cooperative learning and have good communication skills.
在调查的第三题中，学生们擅长参与讨论并表达自己的观点。该题的最小值为 1，最大值为 5，平均值为 3.668，标准差为 1.004。这表明大多数学生愿意在合作学习中展示自己，并具备良好的沟通能力。

Based on question 4 of the survey, during the discussion, students will take notes in a timely manner. The minimum value of this question is 1, the maximum value is 5, the average value is 3.849, and the standard deviation is 1.011. The author can find that most students are willing to delve into and study hard in cooperative learning. But, a few students do not pay much attention to or are unwilling to delve into learning.
根据调查问卷的第 4 题，在讨论过程中，学生们能够及时做笔记。该题的最小值为 1，最大值为 5，平均值为 3.849，标准差为 1.011。作者可以发现大多数学生愿意深入研究和努力学习合作学习。但是，少数学生不太关注或不愿意深入研究学习。

Question 5 of the survey, after discussion, students are always able to correct their own wrong views. The minimum value of this question is 1, the maximum value is 5, the average value is 3.741, and the standard deviation is 0.988. This indicates that most students are willing to correct their mistakes and better improve their problems that arise in cooperative learning.
调查问卷的第 5 题，在讨论后，学生们总是能够纠正自己的错误观点。该题的最小值为 1，最大值为 5，平均值为 3.741，标准差为 0.988。这表明大多数学生愿意改正自己的错误，并更好地改进他们在合作学习中出现的问题。

Question 6 of the survey, after the event ended, students often spoke actively as a representative. The minimum value of this question is 1, the maximum value is 5, the average value is 3.205, and the standard deviation is 1.115. It can be seen that some students are more confident and willing to show themselves, while some students are more lacking in confidence.
调查问卷的第 6 题，在活动结束后，学生们经常作为代表积极发言。该题的最小值为 1，最大值为 5，平均值为 3.205，标准差为 1.115。可以看出，有些学生更自信，愿意展示自己，而有些学生则更缺乏自信。

Question 7 on the survey, during the discussion, students often have different opinions and can adopt various methods. The minimum value of this question is 1, the maximum value is 5, the average value is 3.663, and the standard deviation is 1.070. This indicates that most students are willing to actively think, brainstorm, and delve into learning in cooperative learning.
调查问卷的第 7 题，在讨论过程中，学生经常有不同的观点，可以采用各种方法。该题的最小值是 1，最大值是 5，平均值是 3.663，标准差是 1.070。这表明大多数学生愿意积极思考、头脑风暴和深入学习合作学习。

Through the analysis of the above data, the author believes that in the participation of cooperative learning, behavioral participation is more manifested in the aspect of research, such as taking notes and expressing one’s own views. Therefore, in cooperative learning, students should not only actively participate in discussions and take notes, but also continue to delve into learning after class. Moreover, on the basis of listening and participating, they should engage in in-depth thinking, continuously learn, make constant progress, and pay more attention to the development of thinking activities.
通过对上述数据的分析，作者认为在合作学习中，行为参与更多地体现在研究方面，例如做笔记和表达自己的观点。因此，在合作学习中，学生不仅要积极参与讨论和做笔记，还要在课后继续深入学习。此外，在听和参与的基础上，应进行深入思考，不断学习，持续进步，并更多地关注思维活动的发展。

4.1.2 Cognitive Participation
4.1.2 认知参与

Questionnaire items 8-17 are a survey of cognitive participation. The statistical results are shown in table 3.
问卷项目 8-17 是对认知参与的调查。统计结果如表 3 所示。

In the eighth question of the survey, during the cooperative learning process, students would recall their previous knowledge and pay attention to the connection between new and old knowledge. The minimum value of this question is 1, the maximum value is 5, the average value is 3.761, and the standard deviation is 1.023. It can be seen that the majority of students can associate new and old knowledge in cooperative learning, while only a few students cannot.
在调查的第八个问题中，在合作学习过程中，学生会回忆他们之前的知识，并注意新旧知识之间的联系。这个问题的最小值是 1，最大值是 5，平均值是 3.761，标准差是 1.023。可以看出，大多数学生能够在合作学习中联系新旧知识，而只有少数学生不能。

Based on question 9 of the survey, the information provided by the teacher is very important for solving problems in the process of cooperative learning. The minimum value of this question is 1, the maximum value is 5, the average value is 3.932, and the standard deviation is 0.968. This indicates that most students tend to rely heavily on the teacher when encountering problems in cooperative learning.
根据调查的第九个问题，老师在合作学习过程中提供的信息对于解决问题非常重要。这个问题的最小值是 1，最大值是 5，平均值是 3.932，标准差是 0.968。这表明大多数学生在合作学习中遇到问题时倾向于高度依赖老师。

Based on question 10 of the survey, students would relate it to the knowledge they have learned, but they rarely use it to solve current problems. The minimum value of this question is 1, the maximum value is 5, the average value is 3.298, and the standard deviation is 1.091. This indicates that most students lack the ability to connect new and old knowledge, and rely solely on past memory experience to understand knowledge, without being able to comprehend its profound meaning.
根据调查问卷的第 10 题，学生会将其与所学知识联系起来，但他们很少用它来解决当前问题。该题的最小值是 1，最大值是 5，平均值是 3.298，标准差是 1.091。这表明大多数学生缺乏将新旧知识联系起来的能力，仅仅依靠过去的记忆经验来理解知识，而无法理解其深刻含义。

Based on question 11 of the survey, with the help of peers, students can continue with cooperative learning. The minimum value of this question is 1, the maximum value is 5, the average value is 3.937, and the standard deviation is 0.981. It can be seen that the majority of students rely on the help of peers in cooperative learning.
根据调查问卷的第 11 题，在同伴的帮助下，学生可以继续进行合作学习。该题的最小值是 1，最大值是 5，平均值是 3.937，标准差是 0.981。可以看出，大多数学生依赖同伴的帮助进行合作学习。

According to question 12 of the survey, students prefer the process of solving problems rather than understanding their meaning. The minimum value of this question is 1, the maximum value is 5, the average value is 3.576, and the standard deviation is 1.098. This indicates that most students in cooperative learning merely approach problem-solving as a test-taking activity, lacking in-depth thinking about the problems.
根据调查第 12 题，学生更喜欢解决问题的过程而不是理解它们的意义。这道题的最小值是 1，最大值是 5，平均值是 3.576，标准差是 1.098。这表明在合作学习中，大多数学生只是把解决问题当作应试活动，缺乏对问题的深入思考。

Based on question 13 of the survey, students will think and summarize the views of the members, and then form their own understanding. The minimum value of this question is 1, the maximum value is 5, the average value is 3.829, and the standard deviation is 1.022. This indicates that most students can actively think during the process of cooperative learning and have their own unique insights into knowledge.
根据调查第 13 题，学生会思考并总结成员的观点，然后形成自己的理解。这道题的最小值是 1，最大值是 5，平均值是 3.829，标准差是 1.022。这表明在合作学习过程中，大多数学生能够积极思考，并对知识有自己的独特见解。

Based on question 14 of the survey, timely guidance from teachers helps students solve problems when faced with difficulties. The minimum value of this question is 1, the maximum value is 5, the average value is 3.941, and the standard deviation is 0.922. It can be seen that the majority of students are relatively dependent on teachers in cooperative learning and believe that teachers’ guidance can help solve difficult problems.
根据调查第 14 题，教师在学生遇到困难时提供的及时指导有助于学生解决问题。该题的最小值为 1，最大值为 5，平均值为 3.941，标准差为 0.922。由此可见，大多数学生在合作学习中相对依赖教师，并认为教师的指导可以帮助解决难题。

Based on question 15 of the survey, students have tried to connect the knowledge they learned in group activities with real life. The minimum value of this question is 1, the maximum value is 5, the average value is 3.820, and the standard deviation is 1.011. This indicates that most students can combine their personal experience with reality during the process of cooperative learning, further deepening their understanding of knowledge.
根据调查第 15 题，学生在小组活动中尝试将所学知识与现实生活联系起来。该题的最小值为 1，最大值为 5，平均值为 3.820，标准差为 1.011。这表明大多数学生在合作学习过程中能够将个人经验与现实相结合，进一步深化对知识的理解。

Based on question 16 of the survey, after the cooperative learning session, students usually conduct a self-summary. The minimum value of this question is 1, the maximum value is 5, the average value is 3.751, and the standard deviation is 1.011. This indicates that most students are able to internalize their understanding of knowledge from peers and themselves during the cooperative learning process, enhancing their thinking ability.
根据调查第 16 题，在合作学习结束后，学生通常会进行自我总结。该题的最小值为 1，最大值为 5，平均值为 3.751，标准差为 1.011。这表明大多数学生能够在合作学习过程中内化来自同伴和自己的知识理解，从而提高思维能力。

Based on question 17 of the survey, students think it is more important to master knowledge points in cooperative learning than to understand the content of the activities. The minimum value of this question is 1, the maximum value is 5, the average value is 3.615, and the standard deviation is 1.030. It can be seen that most students have misunderstandings about cooperative learning and are more inclined to master the content of learning itself in order to achieve better grades.
根据调查第 17 题，学生认为在合作学习中掌握知识点比理解活动内容更重要。该题的最小值为 1，最大值为 5，平均值为 3.615，标准差为 1.030。可以看出大多数学生对合作学习存在误解，更倾向于掌握学习内容本身以取得更好的成绩。

Based on the above data results, the author found that in the process of cognitive behavior, students pay more attention to the content of learning itself and their superficial thinking about knowledge, lacking deep-level thinking. At the same time, students also rely heavily on the help of their classmates and teachers, lacking the ability to solve problems independently. Therefore, in order to better exert the effect of cooperative learning, students should establish a positive interdependence with their peers, help each other, and complete tasks together.
根据上述数据结果，作者发现，在认知行为过程中，学生更关注学习内容本身和知识的表面思考，缺乏深度思考。同时，学生也过度依赖同学和老师的帮助，缺乏独立解决问题的能力。因此，为了更好地发挥合作学习的效果，学生应与同伴建立积极的相互依赖关系，互相帮助，共同完成任务。

4.1.3 Emotional Participation
4.1.3 情感参与

Questionnaire items 18-31 are a survey of emotional cognition. The statistical results are shown in table 4.
问卷项目 18-31 是对情感认知的调查。统计结果如表 4 所示。

Based on question 18 of the survey, students are looking forward to cooperative learning and find it very enjoyable to work with members. The minimum value for this question is 1, the maximum value is 5, the average value is 3.824, and the standard deviation is 1.033. This indicates that most students look forward to cooperative learning and find it fun when the content of the activity is rich and interesting.
根据调查第 18 题，学生们期待合作学习，并且发现和成员一起工作非常有趣。这个问题的最小值是 1，最大值是 5，平均值是 3.824，标准差是 1.033。这表明大多数学生期待合作学习，并且当活动内容丰富有趣时，他们会觉得很有趣。

According to question 19 of the questionnaire, students feel very nervous when they speak during the cooperative learning process. The minimum value of this question is 1, the maximum value is 5, the average value is 3.629, and the standard deviation is 0.995. It can be seen that most students are afraid to speak in public during cooperative learning and experience nervousness.
根据问卷第 19 题，学生在合作学习过程中发言时感到非常紧张。该题的最小值为 1，最大值为 5，平均值为 3.629，标准差为 0.995。由此可见，大多数学生在合作学习时害怕在公众面前发言，并感到紧张。

Based on question 20 of the survey, the relationships among members are harmonious, which makes students very happy. The minimum value of this question is 1, the maximum value is 5, the average value is 3.995, and the standard deviation is 1.007. This indicates that most students will experience positive emotions when participating in activities with members who have harmonious relationships.
根据问卷第 20 题，成员之间的关系融洽，这使得学生非常高兴。该题的最小值为 1，最大值为 5，平均值为 3.995，标准差为 1.007。这表明大多数学生在参与与关系融洽的成员一起活动时会体验到积极的情绪。

Based on question 21 of the survey, students are always worried that they may not express themselves clearly and that the members may not understand. The minimum value for this question is 1, the maximum value is 5, the average value is 3.522, and the standard deviation is 1.105. This indicates that most students feel uneasy when they are not clear in their language expression during the cooperative learning process.
根据问卷第 21 题，学生总是担心自己可能无法清晰地表达，而且成员可能无法理解。该题的最小值为 1，最大值为 5，平均值为 3.522，标准差为 1.105。这表明大多数学生在合作学习过程中语言表达不清晰时会感到不安。

According to question 22 of the survey, when students are not interested in the content of the activity, they feel bored. The minimum value of this question is 1, the maximum value is 5, the average value is 3.532, and the standard deviation is 1.161. It can be seen that when most students lack interest in the content of cooperative learning activities, they are prone to feel bored.
根据调查问卷第 22 题，当学生对活动的內容不感兴趣时，他们会感到无聊。该题的最小值为 1，最大值为 5，平均值为 3.532，标准差为 1.161。由此可见，当大多数学生对合作学习活动的內容缺乏兴趣时，他们容易感到无聊。

Based on question 23 of the survey, students are very happy to communicate with members. The minimum value of this question is 1, the maximum value is 5, the average value is 3.902, and the standard deviation is 0.945. This indicates that most students feel happy when communicating with members.
根据调查问卷第 23 题，学生非常愿意与成员交流。该题的最小值为 1，最大值为 5，平均值为 3.902，标准差为 0.945。这表明大多数学生在与成员交流时会感到高兴。

Based on question 24 of the survey, students are worried that their opinions will be opposed during the cooperative learning process. The minimum value of this question is 1, the maximum value is 5, the average value is 3.171, and the standard deviation is 1.078. This indicates that most students do not feel anxious when their opinions are opposed.
根据调查问卷第 24 题，学生在合作学习过程中担心自己的意见会被反对。该题的最小值为 1，最大值为 5，平均值为 3.171，标准差为 1.078。这表明大多数学生在自己的意见被反对时不会感到焦虑。

Based on question 25 of the survey, students are very happy when discussing interesting content. The minimum value of this question is 1, the maximum value is 5, the average value is 4.083, and the standard deviation is 0.895. This indicates that most students believe that discussing interesting issues will excite them.
根据调查第 25 题，当讨论有趣的内容时，学生们非常高兴。该题的最小值是 1，最大值是 5，平均值是 4.083，标准差是 0.895。这表明大多数学生认为讨论有趣的问题会让他们兴奋。

Based on question 26 of the questionnaire, after solving the problem, students received recognition from teachers and peers, which gave them a sense of achievement. The minimum value of this question is 1, the maximum value is 5, the average value is 4.000, and the standard deviation is 0.990. It can be seen that most students feel a sense of achievement when recognized by peers or teachers during the process of cooperative learning.
根据问卷第 26 题，解决问题后，学生得到了老师和同学的认可，这让他们有了成就感。该题的最小值是 1，最大值是 5，平均值是 4.000，标准差是 0.990。可以看出，大多数学生在合作学习过程中，当得到同学或老师的认可时，会感到有成就感。

Based on question 27 of the survey, students do not like cooperative learning. The minimum value of this question is 1, the maximum value is 5, the average value is 2.507, and the standard deviation is 1.187. This indicates that most students like cooperative learning.
根据调查第 27 题，学生不喜欢合作学习。该题的最小值是 1，最大值是 5，平均值是 2.507，标准差是 1.187。这表明大多数学生喜欢合作学习。

According to question 28 of the survey, students feel very bored when the teacher assigns difficult tasks. The minimum value of this question is 1, the maximum value is 5, the average value is 3.420, and the standard deviation is 1.208. This indicates that when cooperative learning tasks are difficult, most students will not be interested and will produce negative emotions.
根据调查的第 28 题，当老师布置困难任务时，学生感到非常无聊。该题的最小值是 1，最大值是 5，平均值是 3.420，标准差是 1.208。这表明当合作学习任务困难时，大多数学生不会感兴趣，并会产生负面情绪。

Based on question 29 of the survey, students feel a great sense of achievement when collaborating with members to complete activity tasks. The minimum value for this question is 1, the maximum value is 5, the average value is 3.946, and the standard deviation is 0.971. It can be seen that most students are motivated to feel a sense of achievement when working with members to complete tasks.
根据调查的第 29 题，当与成员合作完成活动任务时，学生感到非常有成就感。该题的最小值是 1，最大值是 5，平均值是 3.946，标准差是 0.971。可以看出，大多数学生在与成员合作完成任务时是有动力的，会感到成就感。

On the 30th question of the survey, students felt very anxious when it was difficult to complete the activity task. The minimum value of this question is 1, the maximum value is 5, the average value is 3.561, and the standard deviation is 1.095. This indicates that most students are worried about not being able to complete the task in cooperative learning and experience anxiety.
关于调查的第 30 题，当难以完成活动任务时，学生感到非常焦虑。该题的最小值是 1，最大值是 5，平均值是 3.561，标准差是 1.095。这表明大多数学生在合作学习中担心无法完成任务，并会感到焦虑。

In question 31 of the survey, although the task was difficult, students felt very happy after completing it. The minimum value of this question is 1, the maximum value is 5, the average value is 3.966, and the standard deviation is 0.967. This indicates that most students can successfully solve problems and complete tasks, feeling a sense of achievement.
在调查的第 31 题中，尽管任务很困难，但学生们在完成它后感到非常高兴。这道题的最小值是 1，最大值是 5，平均值是 3.966，标准差是 0.967。这表明大多数学生能够成功解决问题并完成任务，从而获得成就感。

Based on the above data results, the author found that in the emotional involvement part, students are interested in cooperative learning. When students are in a democratic and relaxed learning atmosphere of cooperative learning, they will produce positive emotions. When faced with difficult-to-solve difficulties or cooperative learning content that is not of interest, they will produce negative emotions such as tension, anxiety, and boredom.
根据上述数据结果，作者发现，在情感投入方面，学生们对合作学习很感兴趣。当学生们处于合作学习的民主轻松的学习氛围中时，他们会产生积极情绪。当面对难以解决的困难或他们不感兴趣的合作学习内容时，他们会产生紧张、焦虑和无聊等负面情绪。

4.2 Results of Interview Analysis
4.2 访谈分析结果

To supplement the questionnaire after data analysis, an analysis and discussion of the current situation of English cooperative learning participation among undergraduate students majoring in English in ethnic university is conducted. Then the author randomly selected 5 students for interviews. The following is the specific content of the interview.
在数据分析之后，为了补充问卷，作者对民族大学英语专业本科生英语合作学习参与现状进行了分析和讨论。然后，作者随机选择了 5 名学生进行访谈。以下是访谈的具体内容。

1.Do you think student participation in cooperative learning is important? Why?
你认为学生参与合作学习重要吗？为什么？

S1: I believe that student participation in cooperative learning is very important. Because cooperative learning can improve students’ teamwork ability, it can also stimulate the interest in learning, enhance thinking ability, and cultivate the ability of independent learning.
S1：我认为学生参与合作学习非常重要。因为合作学习可以提高学生的团队协作能力，还可以激发学习兴趣，增强思维能力，并培养自主学习能力。

S2: Students, as the main body of learning, participating in cooperative learning is quite important and necessary. Cooperative learning can effectively improve the efficiency of students’ learning and explore the areas or directions in which students excel in collaborative learning.
S2：学生作为学习的主体，参与合作学习非常重要且必要。合作学习可以有效地提高学生的学习效率，并探索学生在协作学习中擅长的领域或方向。

S3: I believe that student participation in cooperative learning is very important. In the process of cooperation, students can brainstorm through mutual communication to improve the efficiency of problem-solving.
S3：我认为学生参与合作学习非常重要。在合作过程中，学生可以通过相互交流进行头脑风暴，从而提高解决问题的效率。

S4: I believe student participation in cooperative learning is important because when students engage in cooperative learning, they have different learning backgrounds and knowledge systems. During cooperation, they can share their knowledge information, forming a more comprehensive and rich field of knowledge resources, which helps to fill the knowledge gaps between individuals, provide new inspiration, and promote deeper learning and understanding.
S4：我认为学生参与合作学习很重要，因为当学生参与合作学习时，他们有不同的学习背景和知识体系。在合作过程中，他们可以分享知识信息，形成一个更全面、更丰富的知识资源领域，这有助于填补个人之间的知识差距，提供新的灵感，并促进更深入的学习和理解。

S5: I think that student participation in cooperative learning is very important, which allows students to learn more knowledge, learn to collaborate with others, and solve difficult problems.
S5：我认为学生参与合作学习非常重要，这让学生能够学到更多知识，学会与他人合作，并解决难题。

The results of the interview starting from the first question show that when asked, “Do you think cooperative learning is important? Why?” All five students agreed that it is important. The reasons for their agreement are that cooperative learning can enable students to learn teamwork, brainstorm, make up for their own knowledge gaps through cooperation with others, and stimulate their enthusiasm for learning.
从第一个问题的访谈结果来看，当被问及“你认为合作学习重要吗？为什么？”时，所有五名学生都同意它很重要。他们同意的原因是合作学习可以让学生学会团队合作、头脑风暴，通过与他人合作来弥补自己的知识差距，并激发他们的学习热情。

2. Do you have your own approach to cooperative learning? Tell us a little bit about it.
2. 你对自己的合作学习方法有什么看法？能稍微介绍一下吗？

S1: It can be scientifically grouped, then carefully selected cooperative learning content to improve the efficiency of cooperative learning, and finally scientifically handle the problems encountered in cooperative learning.
S1：可以科学分组，然后精心选择合作学习内容以提高合作学习效率，最后科学处理合作学习中遇到的问题。

S2: The method I use in cooperative learning is usually through group discussions, where specific issues are discussed and then shared and shared.
S2：我在合作学习中使用的方法通常是小组讨论，具体问题讨论后然后分享和交流。

S3: My own cooperative learning method is to organize students with different strengths to form a heterogeneous group to dissect the learning tasks and assign them reasonably.
S3：我自己的合作学习方法是将不同优势的学生组织成异质小组，分解学习任务并合理分配。

S4: Firstly, it is necessary to clarify the learning objectives and the allocation of roles within the group or team. Secondly, a learning norm within the group should be established to create a good learning and discussion environment, and then tasks divided should be completed sequentially or uniformly through group discussions and other methods. During this process, it is required that each member provides regular feedback and evaluation. Finally, a reflection meeting should be held to reflect on the process and summarize experiences.
S4：首先，需要明确学习目标和团队或小组内的角色分配。其次，应在小组内建立学习规范，以创造良好的学习和讨论环境，然后通过小组讨论等方法依次或统一完成任务。在这个过程中，要求每个成员定期提供反馈和评价。最后，应召开反思会议，反思过程并总结经验。

S5: Establish a group to collaborate with group members for learning and complete the tasks assigned by the teacher in class.
S5：建立小组与组员合作学习，并在课堂上完成老师分配的任务。

The results of the second interview question show that when asked, “Do you have your own method for cooperative learning? Please briefly introduce it,” the basic methods of cooperative learning for the 5 students were summarized as group collaboration, reasonable division of labor, and cooperative learning.
第二个面试问题的结果表明，当被问及“你是否有自己的合作学习方法？请简要介绍”时，5 位学生的合作学习方法总结为小组合作、合理分工和合作学习。

3. What difficulties have you encountered in participating in cooperative learning? How to fix it?
3. 参与合作学习时，你遇到了哪些困难？如何解决？

S1: Sometimes there are times when there is a disagreement in cooperative learning. Listen to others and choose the best in the discussion.
S1：有时在合作学习中会有分歧。倾听他人意见，并在讨论中选择最佳方案。

S2: When I participate in cooperative learning, I often encounter situations where the rules are not clear. When this happens, the rules of cooperative learning are clearly defined and the division of labor is usually made through group discussions.
S2：当我参与合作学习时，我经常遇到规则不明确的情况。当这种情况发生时，合作学习的规则会明确界定，分工通常通过小组讨论进行。

S3: In collaboration, learning tasks cannot be completed within the specified time due to different opinions. We usually solve this problem on the principle of the majority of the minority.
S3：在合作中，由于意见不同，学习任务无法在规定时间内完成。我们通常根据少数服从多数的原则来解决这个问题。

S4: There may be delays in the progress of group tasks due to a lack of communication or poor communication. The solution is to establish clear communication rules, requiring members to express themselves or convey information in simple, clear, and understandable language. Also, appoint a member to record and integrate the views of other members at any time. At the same time, hold team meetings regularly to check for information gaps.
S4：由于缺乏沟通或沟通不畅，小组任务的进度可能会延迟。解决方案是建立明确的沟通规则，要求成员用简单、清晰、易懂的语言表达自己或传递信息。同时，任命一名成员随时记录和整合其他成员的观点。此外，定期召开团队会议以检查信息差距。

S5: We have a problem of unclear division of labor and procrastination of team members. A fair division of labor should be established at the beginning, with accurate deadlines and reports on their progress.
S5：我们有一个问题，即分工不明确和团队成员拖延。应在开始时建立公平的分工，设定准确的截止日期，并报告他们的进度。

The results of the third interview showed that when they were asked, what difficulties did you encounter in cooperative learning? How to fix it? The responses of the five students can be summarized as saying that most of the difficulties encountered are unclear division of labor, inconsistent opinions among group members, and inability to complete tasks on time. The solution is to establish a reasonable division of labor, establish clear communication rules, set accurate deadlines, and report personal progress in a timely manner.
第三轮面试的结果显示，当被问及在合作学习中遇到了哪些困难？如何解决？五个学生的回答可以总结为：遇到的困难大多是分工不明确、小组成员意见不一致以及无法按时完成任务。解决方案是建立合理的分工、建立明确的沟通规则、设定准确的截止日期以及及时汇报个人进度。

Through interviews with the above three questions, the author enables a relatively clear understanding and awareness of the current participation situation of cooperative learning among undergraduate students majoring in English at ethnic universities. Most students recognize cooperative learning as a way of learning in the classroom, but the adopted methods of cooperative learning are relatively single. The problems encountered in cooperative learning are mostly related to collaboration, and students can also adopt relatively effective methods to solve them. It can be seen that cooperative learning is relatively suitable for implementation in the classroom, which is beneficial to improve students’ communication and cooperative skills, and stimulate students’ enthusiasm for learning.
通过对上述三个问题的访谈，作者使英语专业民族院校本科生合作学习的当前参与情况有了相对清晰的理解和认识。大多数学生认为合作学习是课堂学习的一种方式，但采用的合作学习方法相对单一。合作学习中遇到的问题大多与协作有关，学生也可以采用相对有效的方法来解决。可以看出，合作学习相对适合在课堂中实施，这有利于提高学生的沟通和合作能力，激发学生的学习热情。

4.3 Discussion
4.3 讨论

4.3.1 Existing Problems and the Reasons
4.3.1 现有问题及原因

Through a questionnaire survey of English majors in undergraduate programs of ethnic university, based on the survey data, this paper attempts to identify some problems existing in the classroom participation of English cooperative learning for undergraduate students in English majors of ethnic university. In combination with the results of interviews, the problems are analyzed and discussed as follows:
通过对民族大学本科英语专业学生的问卷调查，基于调查数据，本文试图找出民族大学本科英语专业学生英语合作学习中课堂参与存在的一些问题。结合访谈结果，对这些问题进行分析和讨论如下：

Firstly, in cooperative learning in English classes, due to differences in English proficiency and personality, students’ classroom participation tends to be polarized. Some students due to their good English proficiency and outgoing personalities. However, some students due to their weak English proficiency and introverted personalities. They are usually not confident in class, afraid of making mistakes, and dare not show themselves in cooperative learning. This leads to a lower level of classroom participation.
首先，在英语课堂的合作学习中，由于英语水平和性格的差异，学生的课堂参与往往呈现两极分化。一些学生由于英语水平好、性格外向，而另一些学生由于英语水平弱、性格内向。他们通常在课堂上缺乏自信，害怕犯错误，不敢在合作学习中表现自己。这导致他们的课堂参与度较低。

Secondly, in the process of cooperative learning, students may experience negative emotions when they are afraid of not expressing themselves clearly or not being recognized by others. When encountering difficulties in classroom cooperative learning, they will be more dependent on the help of peers and teachers, lacking the ability to independently think and solve problems. When dealing with some challenging classroom tasks, students may develop a fear of difficulty. They are unwilling to engage in deep thinking and just want to wait for the teacher to provide the answer. This puts students in a passive learning state, leading to insufficient depth in their classroom participation.
其次，在合作学习过程中，学生可能会在害怕自己表达不清楚或不被他人认可时产生负面情绪。当在课堂合作学习中遇到困难时，他们会更加依赖同伴和老师的帮助，缺乏独立思考和解决问题的能力。在处理一些具有挑战性的课堂任务时，学生可能会产生对困难的恐惧。他们不愿意进行深入思考，只想等待老师给出答案。这使学生处于被动学习状态，导致他们在课堂参与中的深度不足。

Finally, through questionnaires and interviews, the author found that in classroom cooperative learning, students mostly participate in group discussions, with other participation methods relatively rare. To create an active classroom environment, teachers usually design various questions for students to answer. However, each student’s English level varies, and sometimes teachers do not carefully design questions or choose appropriate ones, which may lead students to be unclear about what they should do. In addition, some questions are too superficial, which makes students seem engaged but actually feel bored, failing to fully exercise student’ language thinking ability.
最后，通过问卷调查和访谈，作者发现，在课堂合作学习中，学生主要参与小组讨论，其他参与方式相对较少。为了营造积极的课堂环境，教师通常会设计各种问题供学生回答。然而，每个学生的英语水平不同，有时教师没有仔细设计问题或选择合适的问题，这可能导致学生不清楚应该做什么。此外，有些问题过于肤浅，这使得学生看似投入，但实际上感到无聊，未能充分锻炼学生的语言思维能力。

4.3.2 Measures to Solve the Problems
4.3.2 解决问题的措施

In response to the above issues, the author has found several methods to try to improve the current situation of English cooperative learning participation among undergraduate students in ethnic university’ English majors.
针对上述问题，作者发现了一些方法，试图改善民族大学英语专业本科学生英语合作学习的参与现状。

Firstly, in order to improve the participation of cooperative learning in English classes, teachers can popularize the benefits of cooperative learning to students, so that they do not resist participating in cooperative learning psychologically. Meanwhile, English-level high and outgoing students can encourage and help members in the group who dare not speak up actively. At the same time, teachers should not rush to complete the teaching schedule, but can use methods such as drawing lots to ask questions and chain answering questions to involve more students in the classroom.
首先，为了提高英语课堂中合作学习的参与度，教师可以向学生普及合作学习的益处，让他们从心理上不抵触参与合作学习。同时，英语水平高且外向的学生可以鼓励和帮助小组中不敢主动发言的成员。与此同时，教师不应急于完成教学进度，而可以使用抽签提问、连环问答等方法，让更多学生参与到课堂中。

Secondly, teachers should encourage students to express their own opinions and alleviate the generation of negative emotions in students. When encountering difficulties in classroom cooperative learning, students should correct their habit of depending on the ideas of members and teachers, overcome the fear of difficulties, and learn to engage in in-depth thinking by themselves.
其次，教师应鼓励学生表达自己的观点，缓解学生负面情绪的产生。当在课堂合作学习中遇到困难时，学生应纠正依赖成员和教师想法的习惯，克服对困难的恐惧，并学会通过自己进行深入思考。

Finally, introduce students to more cooperative learning methods, such as debate teams, group posters or presentations, cooperative quizzes, etc. When designing classroom tasks, teachers should make them moderately difficult so that students can complete them with a sense of achievement and also cultivate their language thinking abilities. At the same time, when giving students task instructions, they should be clear and explicit.
最后，向学生介绍更多合作学习方法，例如辩论队、小组海报或演示、合作测验等。在设计课堂任务时，教师应该使它们难度适中，以便学生能够完成它们并获得成就感，同时培养他们的语言思维能力。同时，在给学生任务指令时，他们应该清晰明确。

5. Conclusions
5. 结论

5.1 Major Findings
5.1 主要发现

This study investigated the current participation situation of English majors in cooperative learning in ethnic university through questionnaires and interviews. By analyzing the data and interviews, the following conclusions were drawn:
本研究通过问卷调查和访谈调查了民族大学英语专业学生合作学习的参与现状。通过分析和访谈数据，得出了以下结论：

Firstly, there is a polarized situation among English majors participating in cooperative learning in English classes. Most students are willing to actively participate in the cooperative learning activities in English classes and are interested in cooperative learning. They can focus on listening to others’ speeches, take notes in time, and communicate and cooperate with members smoothly. A few students are unwilling to participate in the cooperative learning of English classes and are not interested in cooperative learning. They cannot concentrate on listening to others’ speeches in the process of cooperative learning, cannot communicate and cooperate with members smoothly, and are prone to have a sense of fear of difficulties.
首先，在英语课堂上的合作学习中，英语专业学生之间存在一种两极分化的情况。大多数学生愿意积极参与英语课堂的合作学习活动，并对合作学习感兴趣。他们可以专注于倾听他人的演讲，及时做笔记，并与成员顺利沟通和合作。少数学生不愿参与英语课堂的合作学习，对合作学习不感兴趣。他们在合作学习过程中无法集中精力倾听他人的演讲，无法与成员顺利沟通和合作，并且容易产生对困难的恐惧感。

Secondly, in the cooperative learning of English classes, English majors usually encounter the following problems. The first problem is that passive learning tends to occur, where students do not try to solve the problem themselves when they encounter difficulties, but instead rely on members or teachers to directly provide solutions. The second problem is that the understanding of knowledge exists on the surface, without in-depth thinking. The third problem is that when the task is too difficult or the students’ cooperative learning ability is insufficient, students are prone to negative emotions.
其次，在英语课堂的合作学习中，英语专业学生通常会遇到以下问题。第一个问题是被动学习，当遇到困难时，学生不尝试自己解决问题，而是依赖成员或老师直接提供解决方案。第二个问题是知识理解停留在表面，缺乏深入思考。第三个问题是在任务太难或学生合作学习能力不足时，学生容易产生负面情绪。

Finally, in response to the problems that may arise in the cooperative learning of the above English classroom, the author proposes the following three solutions. The first is that students should improve their independent thinking ability, try to solve problems by consulting books and searching online, turn passive into active, and seek help from members and teachers if they really can’ t solve it. Second, students should learn to closely link the knowledge they have learned with their actual lives and make summaries. At the same time, students should learn to generalize from one example to another, and think deeply about knowledge. Third, teachers should pay attention to the rationality of designing classroom tasks, create tasks with moderate difficulty, ensure that students can complete them through cooperation, and reduce the generation of negative emotions. At the same time, students should also continuously exercise their communication, collaboration, and stress resistance in daily cooperative learning to improve their cooperative learning ability.
最后，针对上述英语课堂合作学习中可能出现的问题，作者提出了以下三种解决方案。第一，学生应提高独立思考能力，尝试通过查阅书籍和网上搜索来解决问题，变被动为主动，如果实在解决不了，可以寻求成员和老师的帮助。第二，学生应学会将所学知识与实际生活紧密联系起来，并进行总结。同时，学生还应学会从一例推广到另一例，深入思考知识。第三，教师应注意课堂任务的合理性设计，创建难度适中的任务，确保学生可以通过合作完成，减少负面情绪的产生。同时，学生也应在日常合作学习中不断锻炼沟通、协作和抗压能力，以提高合作学习能力。

5.2 Implications of this Research
5.2 研究启示

It can be found through this research that there are many problems in the cooperative learning of English majors in ethnic university. The concept of cooperative learning among English majors in ethnic university is also rather vague, and the methods adopted during cooperative learning are relatively single.
通过这项研究可以发现，民族大学英语专业的合作学习中存在许多问题。民族大学英语专业的合作学习概念也比较模糊，合作学习中所采用的方法也相对单一。

For teachers, during the process of English classroom cooperative learning, it is necessary to guide more students to participate and pay special attention to students with low participation, encouraging them more to enhance their confidence, so that students are willing to actively join cooperative learning. In the design of classroom cooperative learning tasks, they should not be too difficult and need to be completed by students together. It is clear that each student has responsibilities and divisions in the group, so that students can learn deep thinking and exercise their team collaboration and communication skills.
对于教师来说，在英语课堂合作学习的过程中，需要引导学生更多地参与，并特别关注参与度低的学生，鼓励他们增强自信心，使学生愿意积极加入合作学习。在课堂合作学习任务的设计中，它们不应该太难，需要学生一起完成。很明显，每个学生在小组中都有责任和分工，这样学生可以进行深入思考，并锻炼他们的团队合作和沟通能力。

For students, it is important to learn to build self-confidence during the process of cooperative learning, to boldly express their own opinions, and to learn to reflect on themselves. By listening to the ideas of members, members can discover their own shortcomings in a timely manner and make up for them. When encountering difficulties, students should develop the habit of thinking independently first, rather than depending on members or teachers from the beginning. This can better enhance the comprehensive abilities of individual students.
对于学生来说，在合作学习的过程中，学会建立自信心，大胆表达自己的观点，并学会反思自己是非常重要的。通过倾听成员的想法，成员可以及时发现自己的不足并加以弥补。当遇到困难时，学生应该养成先独立思考的习惯，而不是从一开始就依赖成员或老师。这可以更好地提高学生的综合能力。

5.3 Limitations of the Study
5.3 研究局限性

Due to the limitations of time and conditions for the research, this study also has its shortcomings. The research subjects all come from the same institution, and the research results cannot represent all English majors of national colleges and universities, and have certain limitations. In addition, due to time constraints, the author is unable to conduct more detailed data analysis.
由于时间和条件限制，本研究也存在其不足之处。研究对象均来自同一机构，研究结果不能代表所有全国高校的英语专业学生，具有一定的局限性。此外，由于时间限制，作者无法进行更详细的数据分析。

5.4 Suggestions for Further Study
5.4 未来研究建议

This study hopes to provide a reference for improving the participation of university English cooperative learning students. In English cooperative learning, there are still many problems with student participation. It is hoped that in the future, more scholars will participate in the research on cooperative learning, through extensive and in-depth research, in order to collect more comprehensive data to help students better participate in cooperative learning in English classrooms.
本研究旨在为提高大学英语合作学习学生的参与度提供参考。在英语合作学习中，学生参与度仍然存在许多问题。希望未来有更多学者参与合作学习的研究，通过广泛而深入的研究，收集更全面的数据，以帮助学生更好地参与英语课堂的合作学习。

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Appendix
附录

Appendix 1
附录 1

民族院校英语专业本科生英语合作学习参与现状的调查问卷

同学，您好！感谢您填写此问卷。本问卷主要是了解民族院校英语专业本科生英语合作学习参与现状的实际情况，数据信息不公开。您所提供的信息非常宝贵，请仔细逐题填写，因为随意填写和漏填，都会使问卷无效。请您按照实际情况在□内打√，谢谢您的合作。

填答说明:调查问卷一共31个题项，每一个题项都描述了英语合作学习学生参与的实际情况，每项都以“非常不赞同”、“不赞同”、“一般”、“赞同”“非常赞同”五种不同程度来描述。请仔细阅读，并按其发生的频率在空格内打“√”。

行为参与

1. 在活动讨论中，我聚精会神地倾听同伴发言。

非常不赞同 不赞同 一般 赞同 非常赞同

2. 对于讨论中一时解决不了的问题，课后我会继续寻找解决办法。

非常不赞同 不赞同 一般 赞同 非常赞同

我善于参与讨论，发表自己的观点。

非常不赞同 不赞同 一般 赞同 非常赞同

在讨论过程中，我会及时记笔记。

非常不赞同 不赞同 一般 赞同 非常赞同

经过讨论，我总是能纠正自己错误的观点。

非常不赞同 不赞同 一般 赞同 非常赞同

在活动结束之后，我经常作为代表发言。

非常不赞同 不赞同 一般 赞同 非常赞同

在讨论过程中，我经常有不同的见解，能采用多种方法。

非常不赞同 不赞同 一般 赞同 非常赞同

认知参与

8. 合作学习过程中，我会想起以前的知识，注重新旧知识的联系。

非常不赞同 不赞同 一般 赞同 非常赞同

9. 教师给的信息对解决合作学习过程中的问题很重要。

非常不赞同 不赞同 一般 赞同 非常赞同

我会联想起所学的知识，但较少运用其解决当前问题。

非常不赞同 不赞同 一般 赞同 非常赞同

在同伴的帮助下我能继续进行合作学习。

非常不赞同 不赞同 一般 赞同 非常赞同

我更喜欢解决问题的过程，而不是理解其涵义。

非常不赞同 不赞同 一般 赞同 非常赞同

我会思考并总结成员的观点，再形成自己的理解。

非常不赞同 不赞同 一般 赞同 非常赞同

遇到难题时，老师的及时指导会帮助我解决问题。

非常不赞同 不赞同 一般 赞同 非常赞同

我努力把在小组活动中所学到的知识与实际生活联系起来。

非常不赞同 不赞同 一般 赞同 非常赞同

合作学习结束后，我一般会进行自我总结。

非常不赞同 不赞同 一般 赞同 非常赞同

我觉得在合作学习中掌握知识点比理解活动内容更重要。

非常不赞同 不赞同 一般 赞同 非常赞同

情感参与

18. 我对合作学习充满期待，与成员合作很快乐。

非常不赞同 不赞同 一般 赞同 非常赞同

合作学习过程中，当我发言时我会很紧张。

非常不赞同 不赞同 一般 赞同 非常赞同

成员之间的关系融洽，让我感到很开心。

非常不赞同 不赞同 一般 赞同 非常赞同

我总是担心自己表达不清晰，成员会不理解。

非常不赞同 不赞同 一般 赞同 非常赞同

当我对活动的内容不感兴趣时，我会很厌烦。

非常不赞同 不赞同 一般 赞同 非常赞同

能和成员交流，我很开心。

非常不赞同 不赞同 一般 赞同 非常赞同

合作学习过程中，我担心观点被反对。

非常不赞同 不赞同 一般 赞同 非常赞同

当讨论有趣的内容时，我会很快乐。

非常不赞同 不赞同 一般 赞同 非常赞同

问题解决后得到老师和同伴的认可，我很有成就感。

非常不赞同 不赞同 一般 赞同 非常赞同

我不喜欢合作学习。

非常不赞同 不赞同 一般 赞同 非常赞同

当教师布置的任务很难时，我感到很厌倦。

非常不赞同 不赞同 一般 赞同 非常赞同

与成员互相合作完成活动任务时我很有成就感。

非常不赞同 不赞同 一般 赞同 非常赞同

难以完成活动任务时，我感到很焦急。

非常不赞同 不赞同 一般 赞同 非常赞同

虽然任务很难，但是完成任务之后我感到很快乐。

非常不赞同 不赞同 一般 赞同 非常赞同

Appendixes 2
附录 2

访谈

你认为合作学习学生参与重要吗？为什么？

你对于合作学习有自己的方法吗？请简单介绍一下。

你在参与合作学习中遇到过哪些困难？如何解决？

Acknowledgements
致谢

Throughout my long journey of writing my graduation thesis, I would like to thank my supervisor, Qin Yanjiao, for her careful guidance throughout the process of selecting the topic and writing the thesis, as well as her patient answers to my doubts. At the same time, I also want to thank Lu Yongmei for accompanying me, encouraging me, and helping me solve difficulties during the writing period. Finally, I would like to thank my family for creating a good learning environment for me and for motivating me to keep improving, allowing me to have no worries.
在整个毕业论文写作过程中，我要感谢我的导师秦艳娇，感谢她在选题和论文写作过程中给予的细心指导，以及对我疑问的耐心解答。同时，我也要感谢卢永梅陪伴我、鼓励我，并在写作期间帮助我解决困难。最后，我要感谢我的家人为我创造良好的学习环境，激励我不断进步，让我没有后顾之忧。