A Dissertation by GRACE HUI-CHIN LIN Submitted to the Office of ...

In the first interview, Ling Mei mentioned her face problem when using the
cooperation strategy:
I was shy to appeal for assistance. I worried that my classmates again and
again would explain for me, and I still could not understand. I worried that
my classmates thought I was not smart or felt it was wasting time.
In the second interview, Ling Mei perceived that the cooperation strategy contributed
to her learning through interacting with her classmates:
I believed that the cooperation strategy was helpful in learning because you
immediately could ask your partner a word you did not know. When you
asked the others, you learned a new word. On the other hand, when you were
asked by the others, you obtained an opportunity to review the word again.
Also, when you listen to the others asking a difficult word, you got an
opportunity to self-exam if you really had caught the meaning of that word.
Cooperation strategy had a function of interaction, which contributed to
effective learning.
Ling Mei stated that the cooperation strategy should be applied only in a status of
learning. Ling Mei had experienced that asking for assistance in a working situation
showed a weakness in the employee:
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I used to have a colleague when I was working as a part-time employee. She