Effects of cooperative learning in developing reading skills on University EFL learners

Pablo Luis Vásconez Mera, Nelly Victoria Ley Leyva, Erika Paola García León, María Grazzia González Quinto

Resumen


This study investigates the effects of cooperative learning techniques on the reading comprehension of university EFL students, focusing on two structured methods: Numbered Heads Together (NHT) and Student Teams-Achievement Divisions (STAD). It was conducted with 120 participants divided into three groups—a control group receiving traditional instruction, and two experimental groups implementing NHT and STAD, respectively—the research explores the impact of these strategies on comprehension and engagement. The results demonstrate significant improvements in reading comprehension among students exposed to cooperative learning. Both NHT and STAD proved effective improvement in active engagement, deeper understanding of texts, and collaborative skills. The statistical analysis (ANOVA) demonstrated significant differences between the experimental groups and the control group. Among the cooperative techniques, STAD exhibited a higher F-value (5.429) compared to NHT (4.167), suggesting greater consistency and differentiation in subgroup performance. The findings make visible the potential of cooperative reading to transform EFL education by promoting a student-centered, inclusive approach. This research contributes to the growing evidence supporting cooperative learning strategies as effective tools for enhancing reading comprehension and engagement.


Palabras clave


Cooperative reading; NHT; reading comprehension; STAD.

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Referencias


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DOI: https://doi.org/10.23857/pc.v10i6.9815

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