A Study of the Effects of ¡§Cooperation-Strategy-Communication Method¡¨ on the English Learning of Expert and Novice Seventh Graders Ya-Ting Chen Abstract The purpose of this study was to investigate the effects of ¡§Cooperation-Strategy-Communication Method¡¨(CSCM, developed by the researcher) on motivation in English learning, English learning strategies, and English ability. Expert/novice students were the high/low achievers of English learning in primary school. A quasi-experimental design was conducted. Participants were English expert and novice seventh graders selected from a junior high school in Kaohsiung County. One of the summer activity classes represented the experimental group (EG), while another one was the control group (CG). During the month of experimentation, both classes were given English instruction for 16 periods, by having EG received CSCM, and CG received general English teaching. The instruments for pretests were ¡§English Learning Achievement Assessment¡¨ and ¡§English Learning Status Questionnaire A for 7th Graders¡¨, which included ¡§English Learning Motivation Scale¡¨, ¡§English Learning Manners Scale¡¨ and open-ended questions. The instruments for posttests were ¡§English Ability Test for 7th Graders¡¨, and ¡§English Learning Status Questionnaire B for 7th Graders¡¨, which also included ¡§English Learning Motivation Scale¡¨, ¡§English Learning Strategies Scale¡¨ and open-ended questions. Besides, interview outline and teaching diary were also used. Quantitative data were analyzed by two-way MANCOVA while qualitative data referred to content analysis. The main findings were: 1.CSCM showed positive effects on English learning strategies and English ability. 2.Expert students in EG outperformed expert students in CG in English ability. 3.Expert students outperformed novice students in 7 different measures, including motivation in English learning, extrinsic motivation, school curriculum, extracurricular learning, memory strategies, cognitive strategies and English ability. 4.Both expert and novice students: (1) mastered English learning strategies; (2) expected interesting, active and interactive instruction; (3) expected warm attitude from teachers; (4) evaluated their own level of English ability well. The researcher referred to the above findings and made related recommendations for further studies and educational applications.