The Effect of Cooperative Learning Techniques on Intermediate Iranian EFL Learners' Reading Comprehension and Reading Strategies

Abstract

The purpose of this study was to investigate the effect of Cooperative Learning techniques on Intermediate Iranian EFL learners' reading comprehension, and reading strategies. In order to do this 90 Iranian EFL learners took, Preliminary English Test (PET), at the start for the researcher homogenize them regarding their general English proficiency. After that, 60 learners whose scores were one standard deviation above and below the mean were selected and were divided into 2groups; Experimental, and Control. Then their homogeneity regarding their reading comprehension was checked through the PET reading comprehension subtest. Afterwards, their reading strategies before the treatment were compared using MARSI questionnaire. During the twelve sessions of treatment the experimental group received the Cooperative Learning Techniques while working on their reading comprehension, and the control group, received traditional teaching without focus on CL techniques. In this study the researcher did not teach reading strategies to the learners. In order to investigate the result of the research a one way MANOVA sample test was used to see the effect of cooperative learning techniques on intermediate Iranian EFL learners' reading comprehension, and reading strategies, and the result has shown that cooperative learning techniques had a significant positive effect on intermediate Iranian EFL learners' reading comprehension, and reading strategies.

Effects of Collaborative Strategic Reading (CSR) on EFL Learners’ Reading Comprehension, Reading Motivation, and Metacognitive Awareness

“…Finally, the results of the last research question of the study that was concerned with the effects of CSR on meta-cognitive awareness of EFL learners showed that CSR was conducive to higher levels of metacognitive awareness among EFL learners while engaged in reading. Similar to our results, other researchers have shown in the previous literature that CSR can have positive effects on improving EFL learners' metacognitive awareness (Benlyazid, 2019;Boardman et al, 2015;Gurk & Mall-Amiri, 2016;Vaughn et al, 2011). More specifically, our results are supported by Gurk and Mall-Amiri (2016), who claim that CSR can create multiple opportunities for EFL learners to socially construct meaning, interact in the target language, and accelerate their reading development.…”

Language learning strategies: Motivation and creativity through graphic organizers as a cooperative learning technique

“…The development of a learner's language competency is significantly influenced by strategies (Gurk, 2016). Learning strategies are described as those behaviors that support the acquisition, comprehension, or subsequent transfer of knowledge and abilities, or as the various combinations of activities students utilize during the learning process, with increased variety over time (Menéndez et al, 2018).…”

“…Cooperative learning approaches have their roots in the communicative approaches, constructivist ideas, and traditional group work that were covered in earlier sections. But compared to traditional group work, cooperative learning has a clearer structure, is far more intentional, and pushes students intellectually and socially in a variety of ways (Gurk, 2016). According to Johnson and Johnson (1998), the reason they began researching cooperative learning and developing cooperative learning frameworks is that this method drastically alters the environment in classrooms.…”

10.47205/plhr.2023(7-III)29

“…All students get the opportunity to participate in classroom activities and thus achieve success using teamwork, which assists learners in enhancing their reading comprehension skills. Students get a chance to exercise language skills in cooperative learning (Gurk & Mall-Amiri, 2016).…”