The Effects of Cooperative, Collaborative, and Peer-Tutoring Strategies on English Learners’ Reading and Speaking Proficiencies in an English-Medium Context: A Research Synthesis

Abstract

We conducted a research synthesis to examine the impact of cooperative, collaborative, and peer-tutoring strategies on elementary English learners’ (EL) reading and oral proficiencies in studies from the United States. Seven studies were included in the analysis and fully examined regarding the characteristics of sample, intervention, design, and outcome. Effect sizes were reported by the outcome. We found that cooperative/collaborative/peer-tutoring (CCP) strategies boost elementary ELs’ reading comprehension, reading fluency, and phonemic awareness. Ongoing professional development (PD) and coaching help teachers to improve the quality of strategy implementation. The findings indicated that the quality of implementation, the actual amount of time of these strategies are used in the classroom, and the instructional impact of CCP strategies utilization to improve ELs’ English reading and speaking should be the focus of future research.

The Impact of Reciprocal Collaborative Pedagogy in ESP Reading Comprehension Skills: Reducing Anxiety and Improving Self-Efficacy

“…Reciprocal collaborative pedagogy tasks influence these electrical students to engage in fully productive learning and opportunities to develop and depend on each other in positive interdependence, which establishes familiarity, energy, and comfort in the growth of their self-efficacy beliefs. Accordingly, this study corroborates prior research on collaborative learning groups improving students' reading self-efficacy, which enhances comprehension proficiency [37,38].…”

“…CL assists students in developing the value of respect for others, boosts academic achievement, and peer interactions can efficiently accept information and ideas that enable them to find new solutions for completing learning tasks [36]. Scholars [37,38] have found that CL positively enhances students' reading self-efficacy. The more students interact and discuss with peers in sharing the load of processing complex texts, the more confidence they obtain in rapidly ensuring better content comprehension.…”