Document Details

Document Type : Thesis 
Document Title :
INTEGRATING COOPERATIVE LEARNING IN READING CLASSROOMS: AN INVESTIGATION OF SAUDI EFL LEARNERS PERCEPTION
استخدام اساليب التعلم التعاوني في فصول القراءة: دراسة من منظور طالبات اللغة الانجليزية السعوديات
 
Subject : English Language Institute 
Document Language : Arabic 
Abstract : This study explores Saudi EFL learners’ perceptions of Cooperative Learning (CL) activities in reading classrooms. Although a large body of research has investigated the application of CL in language classrooms, most has focused on how implementing CL affects participants’ achievement and academic performance. Limited research has explored participants’ perceptions of CL. Moreover, the majority of these studies have investigated CL in different contexts worldwide other than Saudi Arabia. Therefore, this study investigates Saudi learners’ perceptions of CL when applied in reading classrooms. The current study takes place at the English Language Institute (ELI) at King Abdulaziz University (KAU) in Jeddah. The participants were 64 A1 level preparatory year students according to the CEFR who took a general English course regularly as part of their preparatory year requirements. The current study used a descriptive research-based design using mixed methods to better investigate the participants’ perceptions and to investigate ideas that could not have been fully explored through a single instrument. The participants were first given a language background questionnaire and the Oxford Quick Placement Test to determine their current proficiency level. Subsequently, they were taught using Reciprocal Teaching (RT) for six one-hour sessions. Participants were then given a survey questionnaire that consisted of 14 items concerning CL activities in classrooms. In addition, six participants were randomly selected to take part in qualitative semi-structured interviews. The resulting data were analysed through SPSS, Wilcoxon Signed Rank Test and NVivo. Overall, the findings reveal that the participants held positive views of CL in reading classrooms. Moreover, the majority reported a preference for group work over individual learning to enhance the understanding of the subject matter. Furthermore, the study offers important pedagogical implications for future classroom practices. 
Supervisor : Dr. Mona Saber 
Thesis Type : Master Thesis 
Publishing Year : 1441 AH
2019 AD 
Added Date : Sunday, November 3, 2019 

Researchers

Researcher Name (Arabic)Researcher Name (English)Researcher TypeDr GradeEmail
ريم يوسف الصنيعalsanea, Reem yousefResearcherMaster 

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