The Application of Cooperative Learning Strategies to Enhance the Reading Skill

Abstract

[eng] This dissertation aims to present cooperative learning as a valid methodology to teach the reading skill in the EFL classroom. Given the challenges that reading poses in today’s society, research has studied the conditions and attitudes of students when reading (González et. al., 2010; Lluch & Sánchez-García, 2017). In the field of primary and secondary education, efforts have been done to promote reading and make it an enjoyable experience (Ericson, 2001). Similarly, extra comprehension challenges emerge when reading in a foreign language. To strengthen reading comprehension skills it is important for teachers to set the objectives and prepare students for the task (Barnett, 1988; Carrel and Carson, 1997; Harmer 1983; Fitzgerald and Graves, 2005). Traditionally, the reading process has been regarded as an individualised activity (Dole et.al., 1991). Nevertheless, cooperative learning has gained popularity in recent education methodologies due to the large amount of benefits it offers not only academically but also socially (Goodwin, M. W., 1999; Johnson & Johnson, 2013). More specifically, studies in the field of EFL show the effectiveness of presenting reading material combined with peer-cooperation (Kagan, 1995; McGroarty, 1989). This offers a new approach to the reading process that enhances students’ motivation and positive attitudes towards reading. Apart from this, in the field of English teaching, cooperative learning strategies facilitate the introduction of other skills that allow complete English comprehension and production. Particularly, this dissertation focuses on three different cooperative learning strategies (Jigsaw, Tea Party, and Think-pair-share) that are integrated in a didactic proposal that can be implemented in different secondary education levels. The materials provided are real and close to students’ needs in order to obtain an effective learning process. The purpose of this study is to offer a new perspective in the way reading can be taught in the EFL classroom that also changes students’ attitudes towards the reading skill.