為探究合作學習對於英語為外語學習者在英文文法學習動機之影響，本研究進行12週之前測¾後測準實驗，參與的大學英文文法班級中，一班藉合作學習進行教學，另一班進行大班文法教學。本研究的兩個研究問題分別探討合作學習對英文文法學習自我效能與任務價值造成的影響，並進一步分析合作學習分別在兩個對照班級內，對於不同屬性的學生，是否為自我效能與任務價值帶來不同程度之影響。本研究分析之資料含研究對象在依變相的前後測成績，資料分析法包括多變量共變數分析、單因子和雙因子共變數分析，與單純效果分析。結果顯示，合作學習對於英文文法自我效能與任務價值有高度正向效應，此外，雖然合作學習對於低、中、高三個能力群皆能提升學習動機，但其效應對於低、高兩個能力群的研究對象尤為顯著。

To examine the impact of cooperative learning on motivation of English-as-a-foreign-language (EFL) grammar learners, a 12-week quasi-experimental pretest-posttest comparison group research study was designed. Two college English Grammar classes in Taiwan participated in the study, one receiving instruction through cooperative learning and the other through whole-class teaching. Two specific research questions guided the study. The first looked at effects of cooperative learning on self-efficacy, and the second on task value of English grammar learners. Additional exploratory questions examined these questions across subgroups within each class. Data were collected via learners’ pretest and posttest scores on the dependent variables. The data were analyzed with MANCOVAs, one-and two-way ANCOVAs, and simple effects. Cooperative learning was found to have large positive effects on self-efficacy and task value of English grammar learners. The results of the exploratory questions indicated that cooperative learning facilitated motivation across all subgroups, but more so with those performing at higher and lower levels. Implications for future research and for curriculum and instruction are addressed.