Reading Concepts in Cooperative Work by EFL College Students
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Given that reading is treated as secondary in many EFL classes nationwide, and is taught mainly through translation based on word recognition, the focus in this paper was on investigating the effects of cooperative learning on learners’ concepts of L2 reading and their reading skills. Forty-eight students worked together in groups of four in a college reading course throughout one semester in which they helped each other to comprehend L2 texts on various topics in small groups. Data were gathered by means of two different methods: interview and attitude scale. The overall findings of the study showed that the cooperative learning integrated into EFL reading brought various benefits conducive to creating more positive reading attitude and promoting higher reading fluency in L2 classes. Based on the results of the study, some pedagogical implications were provided for EFL in-class reading.
Abstract
Given that reading is treated as secondary in many EFL classes nationwide, and is taught mainly through translation based on word recognition, the focus in this paper was on investigating the effects of cooperative learning on learners’ concepts of L2 reading and their reading skills. Forty-eight students worked together in groups of four in a college reading course throughout one semester in which they helped each other to comprehend L2 texts on various topics in small groups. Data were gathered by means of two different methods: interview and attitude scale. The overall findings of the study showed that the cooperative learning integrated into EFL reading brought various benefits conducive to creating more positive reading attitude and promoting higher reading fluency in L2 classes. Based on the results of the study, some pedagogical implications were provided for EFL in-class reading.
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