Cooperative Learning Projects to Foster Reading Skills

Keywords: cooperative learning, collaboration, interaction, reading skills, reading strategies, English learning



This paper reports an action research study on cooperative learning projects for engineering students at a public university. The study is aimed at improving reading skills through the use of four cooperative learning projects implemented during the English classes. Information gathered from a survey, a group’s interviews, and the teacher’s journal was collected and analyzed to determine the categories after being coded. Findings suggest that students significantly enhanced their reading skills by working cooperatively. Conclusions also highlight the notion that cooperative learning strengthens English reading skills and fosters leadership, decision making, communication and problem-solving abilities. Additionally it increases participation, motivation and goal achievement in Students language learning process.

Author Biographies

Marian Lissett Olaya, Universidad Pedagógica y Tecnológica de Colombia

holds a B.A in Foreign Languages from Universidad Pedagógica y Tecnológica de Colombia. She also holds a M.A in English Language Teaching for Self-directed Learning from Universidad de La Sabana. She has been an English Language teacher for twelve in which she has gained a lot of experience teaching English for engineering programs. Her research experience is focused on how reflective teaching strategies fosters students’ language learning, atutonomy, self centered and cooperative learning. she is currently a language teacher at UPTC in the city of Sogamoso. 


Gladys Marta Elena González-González, Universidad Pedagógica y Tecnológica de Colombia

Foreign Languages teacher from Universidad Pedagógica y Tecnológica de Colombia (UPTC), Specialized as an Educational Manager from the same University. She got her MA in Education with an emphasis on foreign languages teaching Didactics from Universidad Libre de Colombia. Highlighted experience working in the Foreign Languages teaching field has been a full time teacher at the International Languages Institute at Universidad Pedagógica y Tecnológica de Colombia, where she has carried out some research projects about CLIL, Cooperative learning and intrinsic motivation.


ADJP Quad (2016). Research tools: interviews & questionnaires. Retrieved from (par. 2)

Adler, C. R. (Ed.). (2001). Put reading first: The research building blocks for teaching children to read. Jessup, MD: ED Pubs.

Barnett. (2002). Postgraduate students' use of reading strategies in L1 and ESL Contexts: Link to success (pp1-14). International Education Journal, 5/4.

Creswell, J. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. (4th ed., p. 581). Pearson Education, Inc.

Duke, N. K., & Pearson, P. D. (2009). Effective practices for developing reading comprehension. Journal of education, 189(1-2), 107-122.

Gillies, R. M. (2016). Cooperative learning: Review of research and practice. Australian journal of teacher education, 41(3), 3.

Gurk, N. K. A., & Mall-Amiri, B. (2016). The Effect of Cooperative Learning Techniques on Intermediate Iranian EFL Learners' Reading Comprehension and Reading Strategies. Journal of Studies in Education, 6(4), 33-59.

Jamaludin, M., & Mokhtar, M. F. (2018). Students Team Achievement Division.

International Journal of Academic Research in Business and Social Sciences, 8(2), 570-577.

Johnson, D. W., Johnson, R. T., & Stanne, M. B. (2000). Cooperative learning methods: A meta-analysis.

Johnson, D. W., Johnson, R. T., & Smith, K. (2007). The state of cooperative learning in postsecondary and professional settings. Educational Psychology Review, 19(1), 15- 29.

Johnson, D. W., & Johnson, R. T. (2018). Cooperative learning: The foundation for active learning. In Active Learning-Beyond the Future. IntechOpen.

Karacop, A. (2017). The Effects of Using Jigsaw Method Based on Cooperative Learning Model in the Undergraduate Science Laboratory Practices. Universal Journal of Educational Research, 5(3), 420-434.

Karbalaei, A. (2010). A comparison of the metacognitive reading strategies used by EFL and ESL readers. The Reading Matrix, 10(2).

Küçükoğlu, H. (2013). Improving Reading Skills Through Effective Reading Strategies. Procedia - Social and Behavioral Sciences.

Maria, P. O. (2009, September). Techniques of teaching English for engineers. In WSEAS International Conference. Proceedings. Mathematics and Computers in Science and Engineering (No. 9). WSEAS.

Mills, G. E. (2011). Action research: A guide for the teacher researcher (with MyEducationLab). (4th ed.). Upper Saddle River, NJ: Pearson/ Allyn & Bacon.

Mistar, J., Zuhairi, A., &Yanti, N. (2016). Strategies Training in the Teaching of Reading Comprehension for EFL Learners in Indonesia. English Language Teaching, 9(2), 49-56.

McNamara, D. S. (Ed.). (2012). Reading comprehension strategies: Theories, interventions, and technologies. Psychology Press.

Macpherson, A. (2015). Cooperative Learning Group Activities for College Courses

Mubarok, H & Sofiana, N. (2017). Cooperative Integrated Reading and Composition (CIRC) and Reading Motivation: Examining The Effect on Students' Reading Ability. Lingua Cultura, 11(2), 121-126.

Mitchell, M. G., Montgomery, H., Holder, M., & Stuart, D. (2008). Group investigation as a cooperative learning strategy: an integrated analysis of the literature. Alberta Journal of Educational Research, 54(4).

Serafini, F. (2004). Lessons in comprehension explicit instruction in the reading workshop.

Sangadji, S. (2016). Implementation of cooperative learning with a group investigation model to improve learning Achievement of vocational school students in Indonesia. International Journal of Learning and Development, 6(1), 91-103.

Slavin, R. E., Hurley, E. A., & Chamberlain, A. (2003). Cooperative learning and achievement: Theory and research. Handbook of psychology, 177-198.

Sharan, Y. (2010). Cooperative learning for academic and social gains: Valued pedagogy, problematic practice. European Journal of Education, 45(2), 300-313.

Sheorey, R., &Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and non-native readers. System, 29(4), 431-449.

Suwantarathip, O., &Wichadee, S. (2010). The Impacts of Cooperative Learning on Anxiety And Proficiency In An EFL Class. Journal of College Teaching and Learning, 7(11), 51.

Wichadee, S., & Orawiwatnakul, W. (2012). Cooperative language learning: Increasing opportunities for learning in teams. Journal of College Teaching & Learning (Online), 9(2), 93.

Wichadee, S. (2005). The effects of cooperative learning on English reading skills and attitudes of the first year students at Bangkok University. BU Academic Review, 4(2), 22-31

How to Cite
Olaya, M. L., & González-González, G. M. E. (2020). Cooperative Learning Projects to Foster Reading Skills. GIST – Education and Learning Research Journal, 21, 119-139.
Crossref Cited-by logo

More on this topic