Cooperative Learning as an Effective Tool in Teaching EFL Reading Comprehension and in Multi-level Classes
DOI:
https://doi.org/10.26820/recimundo/2.esp.2018.364-376Palabras clave:
Teaching strategy, cooperative learning, EFL, student interactionResumen
Our experience as teachers of a public university with multi-level classes with students of different levels of English knowledge, abilities or backgrounds; where educators must face the challenge of multi-level classrooms, such as finding the appropriate teaching strategy, resources and materials; showed that it was necessary to explore the benefits of Cooperative Learning as a way to transform the multi-level class from a challenge into an advantage. In the present paper, the role of Cooperative Learning as an effective tool to teach reading in an EFL multi-level class is investigated. The following literature review attempts to demonstrate this theory and hopes that the information gathered from this study would assist educational authorities to review the curriculum with the aim of incorporating reading comprehension cooperative learning strategies in multilevel classes.Descargas
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Ching-Ying Pan, & Hui-Yi Wu. (2013).The cooperative learning effects on English reading comprehension and learning motivation of EFL freshmen. English Language Teaching, 6(5), 13-27. Retrieved from http://search.proquest.com/docview/1437188705?accountid=35177
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Zoghi, M., Mustapha, R., & Tg Nor Rizan, M. M. (2010). Collaborative strategic reading with university EFL learners. Journal of College Reading and Learning, 41(1), 67-94. Retrieved from http://search.proquest.com/docview/807742869?accountid=35177
