The results of the Pre-tests and post-tests of the two classes will be analysed in order to answer the research question stated in the introduction: “How effective is the application of Cooperative Learning to teach EFL reading skills in a reading class at VU?” Therefore, the scores of 100 test takers were collected from a Pre-test and a Post- test on Reading comprehension and analyzed by using method of descriptive statistics in the following procedures:
- The tables of scores that students gained from the two tests - The frequency of distribution
- Calculate statistical parameters: X, S2, S, V based on the following formulas:
Mean (M): Variance:
X=
10
1 i i i
n X
S2= 10 2
1
1
i i
i
n X X N
Standard deviation: Coefficient of variation:
S.d=
( )2
1 1
d Xi X
N N
V= S
X
In which Xi is the scores of students‟ ith; N is the number of students participating in the tests.
Based on the above formulas, the results of the pre-test and post-test of the two classes are calculated as follow:
(1) Reading Comprehension Achievement Pre-test Scores of the Experimental Class
1
x E
X f
N 299 5.98
50
X- the raw score
and . 1 E 1 S d d
N
( 1 )2 1 X X N
113.48 1.521
49
(2)Reading Comprehension Achievement Pre-test Scores of the Control Class
1
298 5.96
50
x C
X f
N and
. 1
C 1 S d d
N
( 1 )2 1
X X
N
90.42 1, 358
49
(3)Reading Comprehension Achievement Post-test Scores of the Experimental Class
2
348 6.96 50
x E
X f
N
and . 2
E 1 S d d
N
( 1 )2 1 X X N
97.42 1.409
49
(4)Reading Comprehension Achievement Post-test Scores of the Control Class
2
312 6.24
50
x C
X f
N and
. 2
C 1 S d d
N
( 1 )2 1
X X
N
98.12 1, 415
49
The Pre-Test and Post-Test scores of the two classes, Experimental class (E) and Control class (C)can be found in the indices 9 and 10.
a. Analysis of Pre-Test Results of the Two Classes
Based on the figures of the Pre-Test scores of the two classes above, the author cumulated the frequency of each mark as follows:
Experimental Class Control Class
Scores Frequency Valid percent (%)
Scores Frequency Valid percent (%)
3.5 2 4 3.5 2 4
4 7 14 4 2 4
4.5 5 10 4.5 8 16
5 4 8 5 3 6
5.5 4 8 5.5 10 20
6 4 8 6 4 8
6.5 8 16 6.5 7 14
7 6 12 7 4 8
7.5 2 4 7.5 5 10
8 5 10 8 2 4
8.5 1 2 8.5 2 4
9 2 4 9 1 2
9.5 0 0 9.5 0 0
10 0 0 10 0 0
Table 4.3: Frequency of Distribution of the Pre-Test Scores of the Experimental and Control classes
From the valid percentage in Table 4.3, the researcher presented them in the following charts so that it is easier to compare the differences between two classes:
Chart 4.18: Comparison of the frequency of Distribution of the Pre-Test Scores The chart above presents the percentage of distribution‟s frequency in two classes. Firstly, it can be seen clearly from the chart 4.18, the table 4.3, table 4.4 and the table 4.7 that results of the Pre – test scores of the two classes are very close to each other and the two groups are at a similar level of achievement at the beginning of the term. Actually, the scores of the two classes spread from 3.5 to 9 mark, which is almost the same for the two classes. Though there are slight differences at specific scores, the figures are not too dissimilar from each other. There is almost no significant difference between the highest and the lowest scores of these classes.
0 5 10 15 20
3.5 4 4.5 5 5.5 6 6.5 7 7.5 8 8.5 9 9.5 10 4
14 10
8 8 8 16
12
4 10
2 4
0 0 4 4
16
6 20
8 14
8 10
4 4 2
0 0
Experimental class Control Class
b. Analysis of Post-Test Results of the Two Classes
Experimental Class Control Class
Scores Frequency Valid percent (%)
Scores Frequency Valid percent (%)
3.5 1 2 3.5 2 4
4 1 2 4 2 4
4.5 2 4 4.5 4 8
5 1 2 5 5 10
5.5 3 6 5.5 6 12
6 9 18 6 7 14
6.5 5 10 6.5 5 10
7 5 10 7 7 14
7.5 7 14 7.5 2 4
8 8 16 8 7 14
8.5 2 4 8.5 1 2
9 4 8 9 2 4
9.5 2 4 9.5 0 0
10 0 0 10 0 0
Table 4.4: Frequency of Distribution of the Post-Test Scores of the Experimental and Control classes
From the valid percentage in Table 4.4, the figures are presented in the following chart so that it is easier to compare the differences between the two classes:
Chart 4.19: Comparison of the frequency of Distribution of the Post-Test Scores The Tables and Charts above show the difference between the post-test results of the two classes. In the Experimental class, there is a significant improvement in reading comprehension in contrast with their Pre-test results while there is only a very slight enhancement in the Control class. The results also indicate that the Experimental class, where students were taught in a cooperative environment, got a better achievement in reading comprehension skills in comparison with those who were taught EFL reading skills by using the whole-class method in the Control class.
4.1.3.2. The Test Means’ Comparison
From the results of the Pre-test and Post-test score presented in the Appendices 9, 10, 11 and 12, we could calculate the Coefficient of variation as follows:
1 1
1
1.521 5.98 0.25
E E
E
V S
X 2
2 2
1.409 6.96 0.20
E E
E
V S
X
1 1
1
1.358
0.227 6.24
C C
C
V S
X 2
2 2
1.415 6.24 0.23
C C
C
V S
X
0 5 10 15 20
3.5 4 4.5 5 5.5 6 6.5 7 7.5 8 8.5 9 9.5 10 2 2 4
2 6
18
10 10
14 16
4 8
4 0 4 4
8 10 12 14 10
14
4 14
2 4
0 0
Experimental Class Control Class
Class Cases Number of test takers
Pre-Test Post-Test
X1 S d. 1 V1 X2 S d. 2 V2
Experimental 50 50 5.98 1.521 0.25 6.96 1.409 0.20
Control 50 50 5.96 1.358 0.227 6.24 1.415 0.23
Table 4.5: The statistics parameters of the two groups’ Pre-test scores As shown in the table 4.5, there is a difference in the mean scores in the Post- Test of the two classes, which was in favor of the Experimental one (6.96>6.24). And if we look at the appendices 9, 10, 11 and 12, we can see that a significant number of the students in the Experimental class improved their reading skills. Especially, the students who have had scores of an average level (ranging from 5.5 to 7) improved their reading ability better than the ones who are in a lower level. In the Pre-Test, the mean scores of the Experimental and Control classes were almost the same (5.98 and5.96 respectively). However, after the application of CL in teaching reading skill for NEMs in the Experimental class, there was a gap between the mean scores of these two classes.
4.1.3.3. Students’ Attitudes towards Teacher’s Application of CL
As analysed in the previous parts of the study, we can say that applying CL in teaching EFL reading skill to NEMs at VU has many positive effects on the students‟
motivation to learning reading skill beside their improvement of reading ability shown in the pre-test score results
Most of the students hold their interest in CL when the teacher moved from traditional methods to CL in teaching EFL reading skills. The researcher asked the students in Experimental class to cross a sheet with different degree to choose (Appendix 8) and found out that most of the students had a positive view towards CL method applied in reading lessons although there still existed certain problems.
The table and chart below show the information about the students‟ attitudes towards applying CL in EFL reading classes:
Strongly agree
Agree Slightly agree
Slightly disagree
Disagree Strongly disagree 1. I like to work in groups in
reading class.
2(4%) 40(80%) 4(8%) 2(4%) 2(4%) 0%
2. I think reading the texts is easier if I study within a group.
5(10%) 42(84%) 1(2%) 1(2%) 1(2%) 0%
3. I think it is difficult for me to concentrate if I study in a group.
0% 4(8%) 7(14%) 7(14%) 12(24%) 20(40%)
4. I have more confidence to solve problems when I work in a group.
15(30%) 30(60%) 1(2%) 1(2%) 3(6%) 0%
5. Working in groups helps me to learn more quickly and retain more.
10(20%) 20(40%) 15(30%) 3(6%) 2(4%) 0%
6. I am comfortable asking a group member questions if I don‟t understand.
2(4%) 3(6%) 13(26%) 12(24%) 15(30%) 5(10%)
7. Working with others on a
problem gives me
confidence to answer a question.
2(4%) 10(20%) 30(60%) 4(8%) 3(6%) 1(2%)
8. My reading course is exciting
28(56%) 12(24%) 4(8%) 3(6%) 2(4%) 1(2%)
Table 4.6: The students’ attitudes towards the implementation of CL in reading
Chart 4.20: Students’ attitudes towards CL in reading classes
As can be seen clearly from the table 4.6 and the chart 4.20 above, most of the students support the application of CL in reading classes. Among 50 students in the Experimental class, 40 of them (80%) confirmed that they liked to work in groups in their reading classes. 56% of them strongly agreed that their reading course was exciting. 84% of the informants said that reading the texts was easier if they studied within a group. Almost no students thought that the implementation of CL in reading classes made the lessons boring. However, 10% of them said that they were uncomfortable asking a group member questions when they did not understand something. This would be due to their very low level of English. We noticed that these students were the ones who made relatively modest improvement in their reading ability. Due to their low level of English and their lack of interest in the reading course, they could not concentrate on the lessons and even could not participate in activities required with the members of their groups.
0%
20%
40%
60%
80%
100%
80% 84%
8%
60%
40%
6%
20% 24%
0% 0%
40%
0% 0%
10%
2% 2%
Strongly agree Agree Slightly agree Slightly disagree Disagree Strongly disagree
60% of the students said that working with other students on a problem gave them confidence to answer a question in the reading class though they only made a slight agreement.
Furthermore, when the researcher asked 5 random students in the Experimental group about what they thought of applying CL in reading course, there were very positive answers as follows:
The first student claimed: “I‟m interested in new teaching reading method because it helps increase my opportunity to express my opinions in English in the reading classes. I love to work with the other members in my group and share my understanding of the reading texts with them. The reading lessons were very interesting and effective. Each student in my group had a different role and different task assigned.
All of us had to try hard to contribute to the whole group‟s result.”
The second one said: “I am very excited about this new method of teaching and learning reading skills. It requires me to actually participate in activities in reading lessons. I used to rely on others. When the teacher called me to answer reading comprehension questions, I used to take the answers from other students. However, now I understand how to work effectively with my group mates and share my thought with them. We have known how to find out the answers to the questions as soon as possible.”
The third one admitted: “I find that the classroom atmosphere changed a lot when the teacher applied the new teaching reading skill method. We actively take part in reading tasks, because we have competition between many groups and we want to be the first and the best group. Every member of our group attempted to do a task assigned by the teacher, they felt worried and responsible for the result of the whole group. Therefore, we interacted with each other, shared our ideas, sought for additional information in order to finish the task”.
To sum up, the students‟ attitudes towards CL were relatively positive because of the fact that more emphasis on interaction was shown in class. This interaction was
encouraged not only individually but within group work as well. The students indicated that various tasks were presented and use of practice opportunities were made in class. They also stated that an enjoyable classroom atmosphere developed as a result of the tasks and the nature of this enjoyable classroom learning situation positively affected their learning.
CL has been exploited and implemented in reading lessons for 15 weeks.
Therefore, it enables the students to evaluate its effectiveness in learning reading.
When asking students to self-evaluate the effectiveness of using CL in reading classes, most of the interviewees found this method effective and exciting.
In term of social effectiveness, CL activities help develop interpersonal skill for each student and create a good relationship among the groupmates. The reliance on the groups helps individuals keep track of each other‟s performance in reading classes.
Furthermore, the interdependence created by self and group assessment encourages all the members to make efforts and bring them together, help each other and take responsibility for the whole group‟ progress.
In term of psychological success, students‟ self-esteem raises when the student- centered instructions of CL are used in the reading classes. A higher degree of task accomplishment results from collaborative efforts among the students. A supportive community is built together, which increases the performance of each groupmate. All of these factors make the students feel confident and therefore their self-esteem increases.
Though CL method has positive effect as discussed above, there still exists some disadvantages. Regarding the reasons for the ineffectiveness of implementing CL in reading class, the results are shown as follows:
The fourth student said: “I am not interested in this teaching method because my English level is lower than other students in the class. However, I feel less afraid than I was because working in groups encourages me a lot”.
Similarly, the fifth student stated: “The weak students like me have many difficulties when working in groups or pairs. The better students often complete reading tasks quickly and present their points very clearly. Due to the limited time, they do not have chance to explain to us how to deal with a task assigned by the teacher. Moreover, I see that some of the requirements of the tasks are too difficult to me”. In this situation, the lack of cooperative skills and limited time prevent the CL activities from maximizing effectiveness of students‟ EFL reading comprehension.
In other words, the biggest problem for the application of CL in teaching reading skills for NEMs at Vinh University is that the EFL classes were at different levels and had large size, which could affect negatively on the learning result of the non-English majors.
4.2. Some suggestions to help enhance the effectiveness of the application of CL method in teaching reading skills in EFL classes for NEMs at Vinh University
The above analysis may lead to a conclusion that though the teachers and students have tried to do their best and have positive attitudes toward reading comprehension, the teaching and learning reading in EFL classes for NEMs at VU are not quite successful and satisfactory for all students. That too much time spent on vocabulary and grammatical structures and the traditional methods still being applied in the teaching process prevents the student from not only improving their reading skills but also developing other language skills.
CL with its advantages, which help students develop their reading ability as well as other language skills, can provide them with large space and long time to practice English language. The reading course with cooperative activities can create dynamic ambiance and friendly environment for students to learn. It can help students be more confident in participating in solving the problems with their groupmates, therefore can help them learn better. If students want to fulfill a task, they have to be engaged in the activities with the help of the others in their groups in a cooperative environment of
study. By comparing the results of the same Post-Test between the two classes with two different teaching methods, the finding practically showed that the CL method far outweigh the traditional methods when applying it in teaching reading skills to NEMs at VU.
In conclusion, based on the surveys data and test result, the researcher can make some suggestions for teaching and learning EFL reading skills to NEMs at VU as follows.