The effectiveness of face-to-face computer assisted cooperative learning in enhancing reading skills among Yemeni EFL learners

AMR Abdullatif Abdullah Yassin (P81348)

Please use this identifier to cite or link to this item: https://ptsldigital.ukm.my/jspui/handle/123456789/497833

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DC Field	Value	Language
dc.contributor.advisor	Norizan Abdul Razak, Prof. Datin Dr.	-
dc.contributor.author	AMR Abdullatif Abdullah Yassin (P81348)	-
dc.date.accessioned	2023-10-13T08:11:44Z	-
dc.date.available	2023-10-13T08:11:44Z	-
dc.date.issued	2020-08-22	-
dc.identifier.other	ukmvital:122411	-
dc.identifier.uri	https://ptsldigital.ukm.my/jspui/handle/123456789/497833	-
dc.description	Previous literature has called upon the need to improve reading for EFL/ESL learners by introducing innovative teaching methods. One of the strategies is to integrate face-to-face cooperative learning and Computer Assisted Language Learning (CALL) into Computer-Assisted Cooperative Learning (CACL) because every instruction is complementary to the other to improve students' reading skills. Based on the incorporation of social interdependence, the study implements the five principles of cooperative learning to investigate the effectiveness of face-to-face CACL in teaching micro and macro reading skills. It also examined the integration of face-to-face cooperative learning and CALL in the process of teaching reading skills. At the same time, the study identified the innovation attributes of face-to-face CACL. This study employed a mixed-method design and adopted quasi-experiment for the intervention with the total population of 15 students. Three research instruments were used to collect data for the study. The quantitative data was collected through pre and post-test and a survey, while qualitative data were collected through semi-structured interviews. Data were analyzed quantitatively and qualitatively. As for the quantitative data, descriptive and inferential statistics were utilized. The qualitative data were analyzed using content analysis in the form of thematic patterns. The findings revealed that face-to-face CACL is effective in teaching reading skills based on the improvement of scores in the post-test. The analysis from the interviews indicated that CACL has academic, psychological and social advantages. The successful integration in CACL depended on the specific features and theories for CALL, and the detailed description of the roles of the teachers and students. Besides, findings from the survey and the interviews revealed that learners have positive attitude towards this method which consist of five innovation attributes namely, complexity, compatibility, relative advantage, observability and trialability, making it suitable for teaching reading skills in similar contexts. Furthermore, the qualitative data showed that accessibility is an emerging attribute which increases the adoption of an innovation. Effective implementation of face-to-face CACL humanizes the use of technology by providing academic and emotional support to promote successful language learning. The integration of face-to-face cooperative learning with CALL is optimal to cater the diverse needs of learners.,Ph.D.	-
dc.language.iso	eng	-
dc.publisher	UKM, Bangi	-
dc.relation	Faculty of Social Sciences and Humanities / Fakulti Sains Sosial dan Kemanusiaan	-
dc.rights	UKM	-
dc.subject	Reading skill	-
dc.subject	Cooperative learning	-
dc.subject	Universiti Kebangsaan Malaysia -- Dissertations	-
dc.subject	Dissertations, Academic -- Malaysia	-
dc.title	The effectiveness of face-to-face computer assisted cooperative learning in enhancing reading skills among Yemeni EFL learners	-
dc.type	Theses	-
dc.format.pages	393	-
dc.identifier.barcode	004900(2020)	-
Appears in Collections:	Faculty of Social Sciences and Humanities / Fakulti Sains Sosial dan Kemanusiaan

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