The Effect of Cooperative Learning Strategies on Sixth Grade EFL Learners' Reading Performance

Abstract

This study aimed to investigate the effect of using cooperative learning strategies on the sixth-grade learners' reading performance and its role in enhancing their performance in English. The sample of this study were 80 male students during the second semester of the academic year 2015\2016, at Abd Al Malek Bin Marwan Basic School for Boys in Mafraq Directorate of Education, Jordan. They were assigned randomly into two sections (One experimental and one control) in English language. The participants of the experimental group students were taught English reading activities (Read and write, read and answer, read and choose, read and match and read and put in order) through cooperative learning strategies (Jigsaw, think-pair-share, numbered heads together, round robin and round table) while the control group studied through regular teaching.

A reading activities test was used as a study instrument. Relevant statistical analyses related to means, standard deviations, and One- way MANCOVA test were used.

The results showed that teaching reading activities using cooperative learning strategies resulted in improving reading performance. Moreover, there were significant differences between the mean scores of experimental group students' performance in reading activities due to cooperative learning strategies in favor of Read and choose activity. Finally, cooperative learning strategies enhanced EFL students' performance in their reading activities.

Keywords: cooperative learning strategies, sixth grade, EFL, reading performance

DOI: 10.7176/JLLL/61-11

Publication date:October 31^st 2019