Cooperative Learning Strategies' Impact on Students' Comprehension of Reading in the English Language

Abstract

The current study aims to examine the impact of cooperative learning practices on English language learners' reading comprehension. A true experimental research design is employed, and the research is executed at Govt. Middle School Dadahara, Kabal, Pakistan's Khyber Pakhtunkhwa. The sample consists of 52 students in the eighth grade. The experimental and control groups are formed by randomly assigning participants to them. The cooperative group follows the cooperative learning strategies whereas the traditional group receives instruction through Grammar Translation Method. The experiment lasted for six weeks; each week consists of six sessions, each session lasting for 40 minutes. The results of pretests show no significant difference i.e. (p > 0.05). Posttest results between the experimental and control groups show a significant difference i.e. (P < 0.05) following the application of cooperative learning techniques with the experimental group. From the above facts, it can be concluded that when it comes to enhancing primary school students' English reading comprehension, cooperative learning methods are more effective than the Grammar Translation Method.