The Perception of Cooperative Learning Methods to Enhance Students’ Reading Comprehension Skill The Case of Second Year LMD Students in the English Department at MMUTO
Mouloud Mammeri University of Tizi-Ouzou
The present work deals with the use of the cooperative learning methods to improve the students’ reading comprehension ability. The research seeks to find out whether or not cooperative learning improves students’ reading comprehension abilities and to investigate students’ attitudes towards the use of cooperative learning methods in reading comprehension sessions. It has been conducted in the department of English at Mouloud Mammeri University of Tizi-Ouzou. The study has adopted a quantitative method which is used to analyze the close-ended questions of the questionnaire that has been handed over to thirteen (13) teachers of reading module and sixty two (62) LMD year two students. The study has also relied on two complementary theories borrowed from Johnson & Johnson’s (1994 1999) model:The Learning Together and slavin’s (1995) model of Cooperative Learning. The gathered data have been analyzed using one research instrument, namely a computer program called Social Package for Social Sciences (SPSS). The results of the study reveal that cooperative learning methods increase students’ reading comprehension skills in the classroom. They also confirm the fact that most teachers of the reading module in the department of English at MMUTO use cooperative learning methods in order to create a good classroom atmosphere for students when they are assigned a reading comprehension activity.
Reading, Reading Comprehension, Cooperation, learning methods.
Applied Linguistics and Social Semiotics