The effect of cooperative learning techniques on college students’ reading comprehension

System ◽  
2010 ◽  
Vol 38 (1) ◽  
pp. 96-108 ◽  
Author(s):  
Alireza Jalilifar
Keyword(s):  
College Students ◽  
Reading Comprehension ◽  
Cooperative Learning ◽  
Learning Techniques

Investigating Iraqi EFL College Students' Attitude towards Using Cooperative Learning Approach in Developing Reading Comprehension Skill

2017 ◽  
Vol 8 (6) ◽  
pp. 1073 ◽  
Author(s):  
Bushra Saadoon M. Al-Noori ◽  
Fatima Rahim Abdul Hussein Al-Mosawi
Keyword(s):  
College Students ◽  
Reading Comprehension ◽  
Cooperative Learning ◽  
English Language ◽  
Learning Approach ◽  
Test Analysis ◽  
Comprehension Skill ◽  
Significant Difference ◽  
College Learners ◽  
Efl College Students

This study aims at investigating Iraqi EFL college learners’ attitudes toward using cooperative Learning approach on developing reading comprehension skill. The study is restricted to third– year college students of the English language in Misan Governorate during the second term of the academic year 2015–2016. The number of the whole population is (200) which is distributed into two types: pilot and main. The sample of the study consists of 40 students. To achieve the aim of the study, students' questionnaire consisting of (46) items is applied as an instrument. In order to get required data, a t-test analysis shows a statistically significant difference about learners’ attitudes toward using cooperative learning approach on developing reading comprehension skill. The obtained results are that: which refer to (Cooperative learning helps everyone reach the goal equally) from cooperative learning and (Reading in English is difficult for me) form Reading comprehension. Gain the low effectiveness. They got a weighted mean 56% and 40%. Items number (11, 29, 37, 43) which refer to (Cooperative learning requires much more time to study) & (I think reading the texts is easier if I study within a group) from cooperative learning and (I forward to coming to my reading class.)& (I m a afraid of making mistakes in my reading class) form Reading comprehension. All got (96%).

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

2016 ◽  
Vol 6 (4) ◽  
pp. 33 ◽  
Author(s):  
Behdokht Mall-Amiri ◽  
Neda Kord Ali Gurk
Keyword(s):  
Reading Comprehension ◽  
Cooperative Learning ◽  
Reading Strategies ◽  
Control Group ◽  
Traditional Teaching ◽  
Efl Learners ◽  
Learning Techniques ◽  
Sample Test ◽  
And Control ◽  
Positive Effect

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.

scholarly journals JIGSAW II: An Effective Strategy to Develop Reading Comprehension Among School Children

2020 ◽  
Vol 9 (S1-Dec2020) ◽  
pp. 30-33
Author(s):  
Sindhu Thamban
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Teaching Method ◽  
Group Discussion ◽  
School Students ◽  
Team Members ◽  
Learning Techniques ◽  
Wide Range ◽  
Significant Difference

The Jigsaw II, one form of Cooperative learning techniques is an efficient strategy to use in a language classroom. The basic activities include 1) Reading with team members 2) Expert group discussion 3) Team members report 4) Test 5) Team recognition. The jigsaw II strategy is easyto implement and works well with a wide range of students.Previous researches related to Jigsaw II shows that it is more powerful and effective and appropriate in situations where learning is from text based materials. Reviews related to the strategy shows that no researches have been carried out to develop the reading comprehension of the high school students, particularly in the Indian context. Hence through this paper an attempt has been made by the researcher to check the effectiveness of Jigsaw II in developing the reading comprehension of High school students.The study statistically revealed that there is significant difference in the reading comprehension achievement of the students who were taught by using the traditional method and to those taught by using the Jigsaw II strategy. In accordance with the qualitative and quantitative findings attained it was found that Jigsaw II was found to be more effective than the traditional teaching method in developing the reading comprehension of high school students.

scholarly journals APPLYING COOPERATIVE LEARNING TO COLLEGE STUDENTS TO ENHANCE THEIR COMMUNICATIVE SKILLS

2020 ◽  
Vol 2 (3) ◽  
pp. 71-78
Author(s):  
Miressa Amenu Terfa
Keyword(s):  
College Students ◽  
Cooperative Learning ◽  
Foreign Language ◽  
Native Language ◽  
Group Discussion ◽  
Art Students ◽  
Communicative Skills ◽  
Teachers And Students ◽  
Language Classrooms ◽  
Group Members

Cooperative learning has proved to be an effective method for both teachers and students and it has been found to have many positive benefits to foreign language teaching.  This paper was aimed at applying cooperative learning to college students for English as a foreign language (EFL). The participants of the study were summer three Art students of Mettu College of Teachers Education. Accordingly, all participants were selected through purposive sampling techniques for the questionnaire and Focus group discussion. Qualitative data were obtained and analyzed qualitatively. The major findings of this study suggested that cooperative learning helped significantly to enhance the college learners’ oral communicative skills and their motivation toward learning English as a Foreign Language (EFL). Furthermore, the findings revealed students’ contradictory views regarding native language use and whether CL could help them improve their language skills. Sometimes, students switched to their native language to clarify points or communicate with group members since, as noted in the observations, a large percentage of language classrooms allowed students to use their native language during group discussion.

Cooperative Learning and Student Mentors in a Hybrid Teacher Preparation Program

2018 ◽  
pp. 386-405
Author(s):  
Carmen Alina Popa ◽  
Laura Nicoleta Bochis ◽  
Simona Laurian-Fitzgerald ◽  
Carlton J. Fitzgerald
Keyword(s):  
Teacher Preparation ◽  
Cooperative Learning ◽  
University Students ◽  
Teacher Preparation Program ◽  
Leadership Roles ◽  
Final Project ◽  
Learning Techniques ◽  
Student Mentors ◽  
Hybrid Program ◽  
Living Circumstances

In this chapter, professors employed cooperative learning techniques that included assigned student mentors to assist students in their learning, assignments, and final project. The students enrolled in this weekend hybrid program are usually considered to be alternative university students. About 25% of the students in the program would be considered to be standard university students in age and living circumstances. The results indicated that the leadership roles of the student mentors made the process complex and rewarding. In spite of the issues associated with diverse students, the majority of whom work, with a significant percentage who are married and have families of their own, and the issues of distance and difficulty of getting to class, most students felt positively about their experiences and achieved well in the process.

Predicting the Extended Time Use of College Students With Disabilities

2019 ◽  
Vol 38 (3) ◽  
pp. 279-290
Author(s):  
Laura M. Spenceley ◽  
Whitney L. M. Wood ◽  
Marisa Valentino ◽  
Lawrence J. Lewandowski
Keyword(s):  
College Students ◽  
Reading Comprehension ◽  
Students With Disabilities ◽  
Rating Scales ◽  
Test Accommodations ◽  
Extended Time ◽  
Group Setting ◽  
Test Taking ◽  
Comprehension Task ◽  
College Students With Disabilities

This study investigated the extent to which standardized reading performance, individual perceptions of reading and test taking skills, and test anxiety predict the amount of extended time needed to equalize test access for college students with disabilities. Thirty-seven college students with a specific learning disorder (LD) and/or an attention deficit hyperactivity disorder (ADHD) diagnosis who received university test accommodations were recruited to participate in this study, along with 37 controls. All participants individually completed standardized reading tests and rating scales, and a timed reading comprehension task in a group setting. Results indicated that participants receiving test accommodations utilized approximately 14% more time than control participants to complete the timed reading task. Regression analyses indicated that the differences in time required to complete the reading comprehension task were related to participants’ reading fluency and decoding, as well as perceptions of the strength of their reading and test taking skills.

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