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Cooperative Learning as an Effective Tool in Teaching EFL Reading Comprehension and in Multi-level Classes

Wendy Nathalie Sánchez Cano, Gioconda Monserrate Avilés Villón

Resumen


Our experience as teachers of a public university with multi-level classes with students of different levels of English knowledge, abilities or backgrounds; where educators must face the challenge of multi-level classrooms, such as finding the appropriate teaching strategy, resources and materials; showed that it was necessary to explore the benefits of Cooperative Learning as a way to transform the multi-level class from a challenge into an advantage. In the present paper, the role of Cooperative Learning as an effective tool to teach reading in an EFL multi-level class is investigated. The following literature review attempts to demonstrate this theory and hopes that the information gathered from this study would assist educational authorities to review the curriculum with the aim of incorporating reading comprehension cooperative learning strategies in multilevel classes.

Palabras clave


Teaching strategy; cooperative learning; EFL; student interaction

Referencias


Ching-Ying Pan, & Hui-Yi Wu. (2013).The cooperative learning effects on English reading comprehension and learning motivation of EFL freshmen. English Language Teaching, 6(5), 13-27. Retrieved from http://search.proquest.com/docview/1437188705?accountid=35177

Farzaneh, N., & Nejadansari, D. (2014). Students' attitude towards using cooperative learning for teaching reading comprehension. Theory and Practice in Language Studies, 4(2), 287-292. Retrieved from http://search.proquest.com/docview/1503770390?accountid=35177

Fu-Yuan Shen. (2013).Using group discussion with taiwan's EFL college students: A comparison of comprehension instruction for book club, literature circles, and instructional conversations. English Language Teaching, 6(12), 58-78. Retrieved from http://search.proquest.com/docview/1491275541?accountid=35177

Luu, T. T. (2010). Infusing cooperative learning into an EFL classroom. English Language Teaching, 3(2), 64-77. Retrieved from http://search.proquest.com/docview/838890893?accountid=35177

Suwantarathip, O., & Wichadee, S. (2010). The impacts of cooperative learning on anxiety and proficiency in an EFL class. Journal of College Teaching and Learning, 7(11), 51-57. Retrieved from http://search.proquest.com/docview/818498076?accountid=35177

Taqi, H. A., & Al-Nouh, N. (2014). Effect of group work on EFL students' attitudes and learning in higher education. Journal of Education and Learning, 3(2), 52-65. Retrieved from http://search.proquest.com/docview/1539696349?accountid=35177

Zarei, A. A., & Keshavarz, J., M.A. (2011). On the effects of two models of cooperative learning on EFL reading comprehension and vocabulary learning. Modern Journal of Language Teaching Methods, 1(2), 39-54. Retrieved from http://search.proquest.com/docview/1146155332?accountid=35177

Zoghi, M., Mustapha, R., & Tg Nor Rizan, M. M. (2010). Collaborative strategic reading with university EFL learners. Journal of College Reading and Learning, 41(1), 67-94. Retrieved from http://search.proquest.com/docview/807742869?accountid=35177


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