INTRODUCTION
Rationale of the study
Developing reading comprehension skills is essential for students to become effective readers and master one of the four key English language skills Reading enables students to acquire valuable knowledge that can enhance their listening, speaking, and writing abilities As a result, English teachers working with EFL non-English majors prioritize reading instruction to help students maximize their language proficiency and overall communicative competence.
Most teachers at Vinh University continue to rely on traditional EFL reading strategies, where students predominantly read solo without peer interaction, which undermines reading comprehension effectiveness A key challenge for ESL/EFL educators is to incorporate interactive reading approaches that foster peer engagement, as interaction is vital for enhancing language learning skills Improving reading instruction methods is essential to boost students' reading performance and achieve more effective language acquisition outcomes.
Pursuing an M.A course revealed various effective methods to enhance reading instruction, with one notable approach being the promotion of student-student interaction Forming small groups encourages meaningful communication and active engagement, fostering an interactive learning environment Implementing cooperative learning strategies in EFL reading classes not only improves student collaboration but also boosts overall reading comprehension and language proficiency Using group work as a teaching technique creates valuable opportunities for learners to develop their skills through shared tasks, making the learning process more effective and enjoyable.
Cooperative Learning (CL) techniques promote student collaboration, making learners responsible for both their own progress and their teammates’ learning This pedagogical approach enhances student interactions through small group work, helping students develop social skills while mastering English CL reduces competitiveness and individualism, fostering active knowledge construction among students Research shows that CL leads to higher academic achievement and stronger peer relationships Overall, CL is an effective method for helping students achieve content standards and develop essential interpersonal skills for success in EFL studies Therefore, the author advocates implementing CL in teaching reading skills to NEMs at VU.
With the main reasons stated above, the author aims at conducting the study entitled “ An application of Cooperative Learning in teaching Reading skills to non-
English majors at VU” with the hope of contributing to the process of teaching and learning English for non- English majors at VU.
Review of previous studies related to Cooperative Learning
Cooperative Learning (CL) mode has been implemented to enhance learner engagement through increased student-student interaction As a result, numerous studies on CL have been conducted globally and in Vietnam to explore its effectiveness in language education These research efforts aim to understand how CL can maximize learning outcomes by fostering collaborative learning environments.
In 1992, a Texas-based project aimed at enhancing literacy education through an empirically supported Communicative Language (CL) model and effective classroom management strategies was conducted by Calderon, Tinajero, and Hertz, focusing on improving English and Spanish proficiency for students The project utilized the Cooperative Integrated Reading and Composition (CIRC) model, which fostered a positive learning environment where students valued each other and built strong relationships Additionally, Ghaith (2004) examined the impact of the Jigsaw cooperative learning method on improving both literal and higher-order reading comprehension among 48 EFL students, finding a statistically significant improvement in higher-order comprehension within the experimental group.
In 2004, Vo Thi Kim Thuy conducted a study on 30 upper-intermediate students at a Foreign Language Centre in Ho Chi Minh City, exploring students' preferences and the impact of different grouping arrangements on English speaking skills, revealing that dynamic classroom interactions foster excitement Building on this, in 2009, Le Pham Hoai Huong investigated the effectiveness of group work at college level, highlighting that collaborative learning significantly aids students in sharing reading strategies and expanding their vocabulary.
Purpose of the study
This study examines the effectiveness of implementing Cooperative Learning principles in reading classrooms for Non-English Majors (NEMs) at Vinh University It involves applying Cooperative Learning strategies to teach reading to non-English major students and comparing their performance with a control group that does not receive this intervention Additionally, the research explores students' attitudes toward cooperative reading activities by observing their interactions and gathering feedback on their learning experiences The findings aim to provide valuable insights and serve as a useful resource for English teachers at Vinh University.
Scope of the study
This 15-week research study will be conducted exclusively on NEMs at VU, involving a diverse group of approximately 50 students with varied proficiency levels The course will utilize Soars and Liz (2007) as the primary textbook, implementing the Communicative Language (CL) teaching method to enhance reading comprehension skills This approach aims to improve students’ engagement and understanding of reading texts within the course framework.
Research questions
The following research questions provide the specific focus for study:
1 Are there any differences in terms of reading comprehension quality between ESL/EFL students who are instructed with CL methodology and those who are not?
2 How effective is the application of Cooperative Learning to teach EFL reading skills in reading classes of NEMs at VU?
Significance of the study
This study aims to improve reading comprehension performance among NEMs at VU and create a more engaging classroom environment It serves as a valuable model for teachers seeking to incorporate Communicative Language Teaching (CLT) techniques to boost students' English language skills Additionally, implementing CLT can enhance students’ motivation to learn English, leading to more effective and enjoyable language learning experiences.
Hypotheses
Based on existing literature and research questions, it is hypothesized that implementing Cooperative Learning methods will enhance participants' EFL reading performance Additionally, learners are expected to have positive perceptions of cooperative reading activities, which can foster a friendly and engaging learning environment This approach aims to improve reading skills while promoting a supportive classroom atmosphere.
Organization of the study
The study consists of the following parts:
This part presents the rationale for the study, a quick review of previous studies related to Cooperative Learning, purpose, scope and significance of the study and organization of this M.A thesis
II Literature review and theoretical background
Theoretical background related to the topic and surveys of articles, books and other resources relevant to the study topic will be presented This part will also provide
This part presents the detailed procedure of the study: the methodology, population selection, data collection, and analysis
This analysis explores how the Cooperative Learning method is applied in the classroom and evaluates its effectiveness in enhancing teaching and learning outcomes The findings indicate that Cooperative Learning can significantly improve students' reading skills when properly implemented However, challenges such as lack of student engagement or inadequate instructional strategies may hinder its full potential Overall, the study suggests that with effective application, Cooperative Learning fosters collaborative skills and boosts students' reading proficiency.
V Conclusion and implication for teaching and learning
This study provides a comprehensive summary of its main points and key findings, highlighting the significance of the results It discusses the implications of these findings for the field and offers practical recommendations for future research directions Overall, the research contributes valuable insights and suggests areas where further investigation is needed to advance understanding.
THEORETICAL BACKGROUND
Theoretical Basis of Reading Comprehension
Reading is a complex concept that defies a single definition, as scholars and researchers have described it in various ways Its meaning largely depends on factors such as the reader’s purpose, the nature of the text, and the reader’s attitude towards the material Additionally, reading is influenced by the specific content, the reader’s prior experiences, and their mental frameworks or schemata Despite differences in interpretation, experts have attempted to define reading based on their unique observations and perspectives, highlighting its multifaceted nature.
Reading is a complex and multifaceted activity, as Marie Clay (1991) describes it as “a message-getting, problem-solving activity which increases in power and flexibility the more it is practiced,” emphasizing the importance of practice in developing reading skills Grabe (1991) highlights that defining reading is challenging because it involves traits such as being rapid, purposeful, interactive, comprehending, flexible, and gradually developing, indicating its dynamic nature Nunan (2003) further characterizes reading as “a fluent process of readers combining information from a text and their own background knowledge to build meaning,” underlining the interpretative aspect of reading Therefore, it is essential to recognize that reading is not a simple skill but encompasses various types of skills tailored to different reading purposes, making it a vital and versatile activity for learners.
Reading is a receptive, psycholinguistic process that begins with a writer encoding thoughts into language and ends with the reader constructing meaning from the text (Goodman, 1976) It involves actively decoding language to generate understanding, making reading an interactive rather than passive skill Effective reading requires regular practice to establish logical connections between the text's language and the reader’s mental perception To facilitate this, the language used in texts should match the reader's comprehension level Students should immerse themselves in the text independently, without relying solely on traditional comprehension checks, to develop true reading fluency and understanding.
Reading is an active process that goes beyond simply going through the text; it involves specific attitudes and reactions from the reader According to Grellet (1996), reading constantly involves guessing, predicting, checking, and asking oneself questions, highlighting its interactive nature Effective reading also depends on the reader's language knowledge, ability to process message meanings, and their guessing skills Additionally, perception, psychomotor movements, and emotional responses play crucial roles in how a reader engages with the text, making reading a complex and dynamic activity.
Recently, Grabe (2009, 14:16) says that reading is understood as a complex combination of 10 processes
(Table 1.2: Processes that define reading Grabe (2009:14))
Reading is a rapid and efficient process, typically involving a speed of 250-300 words per minute, and relies on the seamless integration of various cognitive skills It is inherently a comprehension process, aimed at understanding the writer's intended message As an interactive activity, reading engages multiple cognitive processes simultaneously and involves a dynamic interaction between the reader and the writer Additionally, reading is strategic, requiring effort from the reader to anticipate upcoming information, select key details, summarize content, and monitor understanding to meet specific reading goals The flexibility demonstrated by fluent readers ensures that their reading processes and purposes remain aligned, making reading a continuously evaluative and adaptive activity.
Evaluation is a crucial part of reading, where we assess our understanding, decide how to respond to the text, and determine our personal reaction to the author's message, making reading a meaningful learning process Reading is fundamentally a linguistic process that relies on making grapheme-phoneme connections, recognizing words, and understanding the structural phrases that organize language Without a sufficient store of linguistic knowledge, effective reading and comprehension are impossible.
Reading comprehension is a complex and active process that involves understanding the text, prior knowledge, reading purposes, and strategies used by learners To develop successful independent readers, students should be given opportunities for individual responses, sharing their interpretations with others, listening to different viewpoints, and adjusting their understanding accordingly Creating such an environment fosters better comprehension and enhances reading skills through cooperative learning strategies.
2.1.2 The Sub-skills of Reading
Reading consists of a number of sub-skills which are used in different situations with different purposes Following are the main sub-skills of reading comprehension process
Skimming is a fast reading technique where readers quickly scan a text to grasp its main ideas It is a fundamental step in the SQ3R method—Survey, Question, Read, Recite, Review—which begins with skimming to gain an overview before engaging in more detailed reading Incorporating skimming into your reading strategy enhances comprehension and efficiency, making it a common and valuable approach for tackling various reading tasks.
Scanning or search reading is a common skill that enables readers to quickly extract necessary information from a text without reading it in its entirety This skill is particularly useful in everyday situations, such as searching through a telephone directory, checking a timetable, or browsing advertisements The widespread use of the Internet has further increased the importance of effective scan reading, making it an essential part of efficient information retrieval in the digital age.
Urquhart and Weir (1998:22) highlight that careful reading is closely linked to reading to learn, focusing on handling detailed information within the text This type of reading typically involves a slower reading rate, as readers often need to reread passages and make inferences to connect new information with their background knowledge.
Browsing involves reading without specific goals, often skipping parts of a text and requiring minimal information integration It is commonly done for enjoyment when reading magazines or newspapers In the classroom, especially with limited English resources, students have few chances to practice browsing English articles Therefore, teachers should consider providing supplementary English materials for browsing to enhance students' reading skills and promote engaging, goal-free reading experiences.
According to Grabe and Stoller (2002:14), the primary purpose of reading for general comprehension involves rapid and automatic word processing, developing strong skills to grasp the overall meaning and main ideas, and efficiently coordinating multiple cognitive processes within limited time constraints.
Choosing the appropriate approach to teaching reading skills depends on several factors, including the type and size of the text, the reading purpose, and the available time Different authors have proposed various methods to enhance reading proficiency, emphasizing the importance of tailoring strategies to specific reading contexts These approaches should be selected based on the nature of the material and the goals of the reader to improve comprehension and efficiency.
Goodman (1976) proposed an approach to reading that emphasizes the reader's active role, where readers come to the text with a pre-existing plan According to Urquhart and Weir (1998:42), this process involves readers selectively omitting sections of the text that appear irrelevant to their specific purpose, highlighting a strategic and purposeful reading behavior.
Nuttall (1996:16) explains that the top-down approach relies on our intelligence and prior experience to interpret texts We use our existing schemata to understand the overall purpose of a text and grasp the writer’s argument pattern This method involves consciously applying our background knowledge to make informed predictions and anticipate the next steps in the reading process, facilitating a more comprehensive understanding.
METHODOLOGY
Overview
Based on the theoretical background, cooperative learning differs significantly from traditional teaching methods This approach was implemented to enhance English reading skills among non-English majors (NEMs) at Vinh University A survey conducted with NEMs and English teachers revealed insights into the current state of reading instruction, highlighting both teaching practices and the application of cooperative learning techniques in the classroom.
This article explores the integration of CL (Collaborative Learning) in reading lessons, aiming to enhance English reading instruction through practical strategies Both quantitative and qualitative approaches were employed to analyze data, providing a comprehensive understanding of CL's effectiveness An experimental method was also utilized to evaluate how CL influences the development of reading skills The research methodology outlined in the thesis offers valuable insights into the potential benefits of implementing CL in English reading education.
Research Design and Procedures of applying CL in a specific reading
This thesis employs a mixed research design, integrating quantitative, qualitative, and quasi-experimental methods through questionnaires, interviews, classroom observations, and tests The questionnaires assess the current state of reading instruction and learning among non-English majors at VU, with a Vietnamese version provided to ensure students clearly understand the questions and offer accurate, meaningful responses.
The interviews aimed to explore students' attitudes towards the application of Collaborative Learning (CL) in teaching reading, providing valuable insights into their perceptions Additionally, they offered practical suggestions to enhance the effectiveness of English reading instruction through CL strategies These findings contribute to a deeper understanding of how collaborative approaches can improve language learning outcomes.
The tests were designed in order to find an answer to the question: “How effective is the Cooperative Learning approach in teaching English reading skill at Vinh University?”
The research model is shown on Table 3.1
Classes Pre-test Experiments Post-test
3.2.2 Procedures of applying CL in a specific reading class
Various Communicative Language (CL) techniques and structures exist, but only some are suitable for teaching reading skills to non-English majors Therefore, we selectively applied specific CL methods tailored to this context Examples of how these procedures are implemented in reading classes can be found in the Lesson Plans listed in Appendix 7.
The implementation of the jigsaw technique to the experimental group went through the following steps:
1 The teacher divided the class into pairs of two or groups of three, four or five students, depending on the content of each unit A student was assigned as the monitor of a group by the teacher or by the other members of the group Each group had a secretary to write down the answer
2 First of all, the teacher introduced the students to the topic of the reading passage and asked some pre-reading questions as a way of activating their background knowledge or providing them with the sufficient knowledge
3 Each unit was divided into two, three or four independent subunits, depending on each passage or text the number of members of each group Then each group member received a different subunit Thus, each student on the team becomes an
“expert” on one part (one topic)
4 These students “experts” then worked with “experts” from other groups, try to answer the questions assigned by the teacher, and share the answer with other
“expert” members of other groups on the same part
5 Then the “experts” returned to their teams, each one in turn taught the group about the part they are “expert” on All the students were assessed on all aspects of the text or passage
3.2.2.2 Application of Numbered Heads Together structure
1 The teachers divided the class into groups of five or six students These groups could be formed by the teacher him/herself or by the students as they have all the right to choose their partners Each student was assigned for a number
2 Then the teacher gave all the class a reading text and questions or some precise types of exercises
3 The students put their heads together and discussed the questions based on the content of the text together to make sure that everyone on the team knows the answer of each question
4 After certain time, the teacher called one of the numbers The students who had that number in each group tried to answer or presented the result The students who were presenting the result well got reward from the teacher Then, teacher chose the group that answered the question randomly The students who had the same number in other groups could give their opinion about the answer
5 At the last step, the teacher and his or her students made a conclusion Then, the teacher gave evaluation to the students
3.2.2.3 Application of Think-Pair-Share structure
Step 1 - Thinking: The teacher poses a question or an issue associated with the lesson and asks students to spend a minute thinking alone about the answer or the issue Step 2 - Pairing: Next, the teacher asks students to work in pairs and discuss what they have been thinking about
Step 3 – Sharing: In the final step, the teacher asks the pairs to share with the whole class what they have been talking about.
Context of English Language learning for non – English majors at VU
English is a compulsory subject and learnt as a foreign language at Vinh University Non - English majors have to complete 7 credits of English (equivalent to
Students at the university must complete 105 periods of 50 minutes each To enroll in classes, they are required to pass a placement test before the start of the first term A score of 5 (50%) or higher on the test grants students access to any English class they choose, ensuring they meet the necessary language proficiency.
At the end of two semesters, students are required to take a comprehensive written test covering grammar, vocabulary, reading, and writing skills Throughout each semester, students must complete at least one midterm exam, with the number of tests varying depending on the instructor and the subject's credits The midterm exam score contributes 20% to the final grade, ensuring consistent assessment of student progress.
Currently, non-English major students use "New Headway Pre-Intermediate" (third edition) by Liz and John Soars and "Target PET" by Sue Ireland and Joanna Kosta as their teaching materials These textbooks comprehensively cover the four language skills—listening, speaking, reading, and writing—integrating traditional and communicative language teaching methods However, since "Target PET" has only recently been introduced and the author has no experience using it, it was not employed for implementing communicative language teaching (CLT) in reading lessons Therefore, all classroom experiments focused solely on reading texts from the "New Headway Pre-Intermediate" coursebook.
Participants
This research paper aims to investigate the impact of implementing CL activities in reading classes at VU to enhance non-English majors' reading skills The study focuses on two main groups to ensure a clear and accurate data analysis of the effectiveness of CL activities in improving students' reading abilities.
The study involved two main groups: 20 experienced English teachers at VU, with teaching tenures ranging from 8 to 35 years, and 100 non-English major students from different departments with varying English proficiency levels To ensure objectivity, a randomized selection was used to assign 50 students to a control group, which received traditional reading instruction through Whole-Class Question-Answer methods, and 50 students to an experimental group, where Content Language Integrated Learning (CLIL) activities were incorporated into teaching reading skills Both groups participated in a 15-week EFL semester, studying a new reading text in each unit of the textbook, allowing for a comprehensive comparison of traditional versus CLIL-based teaching effectiveness.
The students, aged 19 to 22, have been studying English as a foreign language for approximately seven years, with some beginning their English learning at age eight in primary school Although they are expected to be at a pre-intermediate level, their actual proficiency is at the elementary level Additionally, many students attend supplementary English courses for around six hours per week at local English centers in Vinh City.
Data collection
The data for this study were collected through a Pre – Test on Reading Comprehension, a Post- Test on Reading Comprehension, questionnaires and interviews of both teachers and students
3.5.1 Pre-test on Reading Comprehension
A pre-test of reading comprehension was administered to both classes to assess students’ initial levels, with results recorded for analysis These results were used to evenly divide students into groups, ensuring a heterogeneous mix of abilities within each group The test, adapted from the Cambridge Preliminary English Test 2 (Reading Part of Test No 1), was completed within 50 minutes without any assistance or guidance This initial assessment helped establish a baseline for measuring progress and group effectiveness.
3.5.2 Post-test on Reading Comprehension
There are various reading tests available for intermediate-level students to assess their comprehension skills For this study, we selected the reading comprehension section of Test No 1 from the Cambridge Preliminary English 2 Test to evaluate students' proficiency This test provides an accurate measure of their ability to understand and interpret English texts at the intermediate level.
The test consisted of 35 questions divided into five reading sections, where students were required to select the correct answer from three or four options, match questions to corresponding texts, or determine whether a statement about the text was true or false Students were given 50 minutes to complete the test, which was adapted from the Cambridge Preliminary English Test 2, Reading Part of Test No 2 (see Appendix 2) No guidance or assistance was provided during the exam to ensure an unbiased assessment of their reading comprehension skills.
Twenty copies of the teacher questionnaire, containing 14 questions (Appendix 3), were distributed to English teachers at Vinh University to gather their insights Additionally, one hundred questionnaires for students, comprising 13 questions (Appendix 4), were handed out to first-year students to capture their perspectives To facilitate accurate understanding and responses, all questions were written in Vietnamese, allowing students to express their ideas clearly and comfortably in their native language.
The questionnaire method was selected for this study because it effectively gathers essential data from both teachers and students, which is crucial for addressing the research questions Additionally, questionnaires serve as a useful instrument for collecting necessary information efficiently, saving time compared to other data collection methods.
The questionnaires were designed to directly address the research questions, ensuring relevance and clarity To facilitate participant comfort, the questions were simple and easy to understand Additionally, a brief and clear explanation of the study's purpose was provided at the beginning of the questionnaire to enhance understanding and encourage honest responses.
The interview method was chosen because it helps reaffirm findings from questionnaires and classroom observations, providing deeper insights from teachers and students for accurate problem analysis Conducted after initial questionnaire analysis, interviews serve as an effective tool to gather authentic, real-world data, offering more natural responses than written surveys The variability and unpredictability of interview answers make them valuable for capturing realistic information, which can be used as a primary research method or to corroborate data from other sources through triangulation.
Two teachers from the Division of English for Specific Purposes at the Faculty of Foreign Languages and five students from the experimental class participated in face-to-face, informal interviews designed to foster relaxed interactions and encourage comprehensive responses Prior to the interviews, three teachers received four questions in advance to prepare for the discussion After nearly two months of implementing Content Language Integrated Learning (CLIL) in reading lessons, five students from the experimental class were selected to participate in interviews to gather insights on their experiences (see Appendix 5 and 6).
The researcher employed classroom observation to gather valuable insights into how English teachers at Vinh University teach reading skills for NEMs, ensuring the reliability of the questionnaires This method aimed to assess whether teachers implement the Communicative Approach in their teaching practices, providing a comprehensive understanding of their instructional methods.
Data analysis
This research collected data using quantitative, qualitative, and quasi-experimental methods, necessitating diverse data processing techniques to ensure the most accurate and reliable results.
As for the quantitative approach, the researcher followed the statistical procedure from coding questionnaire data to summarizing and reporting data in a reader-friendly way
As for the data collected via retrospective method, the method of data analysis was to transcribe the interviews and then synthesize them
As for the test, the following steps were carried out to collect the results from the test:
Doing the test to 2 classes at the same day under the serious control of the researcher
Setting up one general score for assessing the tests
The test results were systematically synthesized for comprehensive analysis and comparison Data were collected and categorized separately from questionnaires, interviews, and tests, then compared to identify common patterns across all sources These coded categories were consolidated to support the discussion, with findings presented visually through tables, charts, and various diagrams such as circles, columns, cones, and pyramids based on percentage figures.
Research procedures
Before the experiment, a Pre-Test on Reading Comprehension was administered at the start of the term to establish baseline data During the 15-week study, two distinct treatment patterns were implemented: the experimental group engaged in small group and pair interactions, sharing resources and collaborating, while the control group worked individually and shared answers only with the entire class Both groups followed identical lesson plans focused on the same reading passages and exercises to ensure consistency At the conclusion of the experiment, a Post-Test on Reading Comprehension measured students’ achievement, and questionnaires were distributed to teachers to gather feedback on the instructional methods used.