Cooperative learning and ESL reading performance

Abstract

Dedicated teachers are searching for better and innovative ideas for meeting the many challenges they face in their vocation. This is especially true when one thinks of the increase in diversity in the student population. The ultimate aim of learning English as a second language (ESL) or English as a Foreign language (EFL) is for students to be proficient in the language and to consequently be able to use the language to fulfil the various purposes of communication in the nation-building process. Among the four language skills, reading seems to be a crucial skill for students' academic studies. In particular, at tertiary level education in an ESL context, students need to be able to master the English language to access knowledge in books and other educational resources for the purpose of building a highly literate nation. Thus, students need to acquire effective reading skills to succeed academically. There are various strategies used to help students acquire the skill. Cooperative learning is one such strategy which could assist students in learning to read effectively. Research on cooperative learning in language education provides evidence in support of its use in promoting learning in general (Johnson & Johnson, 1994). In cooperative learning, interaction among students seems to facilitate language learning. In sharing ideas, responsibility, and feedback, not only do students get the necessary input and practice in interaction, but they also gain confidence to communicate in the second or foreign language. This paper describes preliminary findings of research conducted using cooperative learning as a strategy in enhancing students' language learning ability, specifically, in ESL reading. The study is a quasi-experimental study involving the comparison of students reading in a cooperative and a non-cooperative language learning situation. The results of the study provide implications for second language reading pedagogy and also an alternative way to respond to diverse students in the nation building process.