Digital Collaborative Learning: Promoting Reading Comprehension and Vocabulary among Saudi University English Majors

Abstract

This study considered how digital collaboration can improve English majors’ Reading Comprehension (RC) and Vocabulary Learning (VL). It employed tests and semi-structured interviews to investigate whether differences exist between Collaborative Digital Learning (CDL) and Individual Digital Learning (IDL) regarding participants’ reading comprehension and vocabulary learning and to explore EFL learners’ perceptions of CDL. Sixty EFL majors enrolled in two sections of the same course- RC and VL- were randomly assigned to a treatment group and a control group. Both groups were pre-tested before performing the assigned digital activities through the learning management platform and Quizlet website. At the end of the course, both groups were post-tested. The treatment group was only individually interviewed about CDL’s impact and perceptions. The results revealed that CDL had improved students’ RC and VL. The treatment group outperformed the control group in the post-test scores in the test dimensions, RC and VL, and in the overall scores of the test. The analyses, including paired-sample t-tests, independent-sample t-tests, Cohen’d statistics, and qualitative content analysis, indicated more significant benefits of CDL over IDL in improving RC and VL. It emphasized the importance of integrating collaboration activities in reading and VL classes. The data obtained from the interviews showed the learners’ preference for CDL as a valuable interactional setting for English as a foreign language. This study highlights the need for collaboration and more digital tools to be integrated into EFL education in Saudi Arabia. Based on these findings, conclusions, limitations, and recommendations were provided.