Cooperative learning strategies and reading comprehension

Abstract. Cooperative learning strategies have occupied a prominent place among language learning methodologies. This study quantitatively validates the effect of cooperative learning on the reading comprehension performance in EFL classes of Iranian learners in an English institute at Bandar-Abbas. Four groups, with an average age between 14-18 years, of the same English language proficiency level were tested with TOEFL for intermediate English level and a reading comprehension test. Each group consisted of four students. Through one of the cooperative learning strategies, partner strategy, these four groups worked on a story in one class. The other 16 students worked on individually on that story in another class. We employed ex-post-factor design, with four groups who were given a treatment (something to do) and a controlled group who received no treatment. Finally a reading comprehension test was administered to compare the two groups. It is shown through correlation coefficient formula using SPSS software, graphs and diagrams that the group using cooperative learning strategies achieved significantly higher results