The Effectiveness of Using Cooperative Learning Method on ESL Reading Comprehension Performance, Students' Attitudes Toward CL, and Students' Motivation Toward Reading of Secondary Stage in Saudi Public Girls' Schools
This study investigated the effects the use of cooperative learning method in English as a second language reading comprehension performance and how it improves the students' second language, their attitudes toward cooperative learning, and their motivation toward reading. Sixty ESL Saudi high school students from The Third Secondary School in Arrass City participated in this study and where divided into two groups (experimental group vs. control group). A pretest-posttest control group design was employed. Data were analyzed using a one-way analysis of covariance (ANCOVA) to test the differences between the experimental and the comparison group. The results of this analysis showed there was no significant difference between experimental and comparison groups in the level of students' motivation toward reading. There were significant differences between the two groups in the reading comprehension performance and in students' attitudes toward cooperative learning, which favored the experimental group. Finally, the researcher discussed educational implications for each variable and suggested several recommendations for implementation and further research.
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Purpose of the Study
REVIEW OF THE LITERATURE
Traditional Learning and Cooperative Learning
Accessed on Dec American Educational Research analysis of covariance answer attitudes toward CL attitudes toward cooperative based on Students Bilingual comparing students taught competitive Control Group 30 cooperative learning method Cooperative Learning SATCL dependent variables Document Reproduction Service Educational Leadership Educational Psychology Effects of cooperative English language ERIC Document Reproduction ESL classes ESL learners ESL reading comprehension experimental and control Experimental Group 30 Experimental Groups based females foreign language Ghaith Group N Holubec implementing CL improve students individual instruction interaction Johnson & Johnson Johnson and Johnson Kagan Likert scale Male middle schools Ministry of Education motivation toward reading participants Pretest-Posttest Mean Scores questionnaire reading achievement reading comprehension performance reading comprehension RC Reading SMTR Saudi Arabia Scores and Standard SD X SD second language acquisition secondary stage Sharan significant difference Slavin standard deviation taught using cooperative taught using traditional teacher TESOL Quarterly traditional methods weaker students Wigfield