The effects of collaborative learning on reading comprehension of senior students at Borja High School

Abstract

The objective of this study was to investigate the effects of Collaborative Learning (CL) approach, as a strategy, on the development of the Reading skill, in Borja High School senior students, during the academic year 2015-2016. The study is based on the Sociocultural Theory (SCT), specifically the Zone of Proximal Development (ZPD), where learners depend on more competent people, to construct knowledge. On the one hand, the intervention encompassed a group of 26 students, who worked collaboratively, using Collaborative Strategic Reading (CSR) when performing tasks. On the other hand, there was a control group of 27 students that worked using the methodology set by the institution. The intervention encompassed 50 sessions of 40 minutes each, where the intervention students were paired under the tutor-tutee structure. Data collecting tools included a pre-test, a post-test, B2 reading texts, focus groups, a teacher journal, and a final interview. Findings indicate that those who worked under the CL, developed the Reading skill at a higher level compared to those who were not exposed to it. Likewise, they showed a positive attitude towards learning. The findings could be a contribution to English teachers who foreseen the need and are willing to adopt different methodologies to approach the Reading skill.