The Cooperative Learning Effects on English Reading Comprehension and Learning Motivation of EFL Freshmen

Abstract

This experimental study aims to investigate the effects of using cooperative learning to enhance the English reading comprehension and learning motivation of EFL freshmen by comparing the cooperative learning instruction and traditional lecture instruction. This experiment was implemented in a Freshman English Reading course, a two credit course, with two hours of instruction per week, over a full semester. Seventy-eight EFL freshmen taking Freshman English Reading courses participated in this study, with 44 participants in the experimental group and 34 in the comparison group. We employed a pretest-posttest comparison group quasi-experimental design. The experimental group received a reciprocal cooperative learning instruction, whereas the comparison group received a traditional lecture instruction. Both groups were administered three English-reading achievement tests and an English learning motivation scale. The data were analyzed by means, standard deviations, t tests, and one-way ANCOVA. The findings indicate statistically significant differences in favor of cooperative learning instruction on English reading comprehension, particularly among medium- and low-proficiency students. Cooperative learning instruction also created a significantly positive effect on student motivation toward learning English reading. In conclusion, we strongly suggest teachers use cooperative learning instruction in university-level EFL reading classes.

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