Abstract:
The purpose of this study was to compare the impact of
cooperative and competitive content-based instruction on EFL
learners’ reading comprehension and writing. To fulfill the purpose,
60 female students of SAMA School of Mashhad, Iran were selected
from among a total number of 90 based on their performance on a
piloted sample KET and randomly put into two experimental
groups. The same content was taught to both groups during 12
sessions with different methods of competitive and cooperative
teaching being used in each class. A posttest, i.e. a reading and
writing section of another KET, was administered after the
treatment to both groups and their mean scores on the test were
compared through an independent samples t-test and an ANCOVA.
The results led to the rejection of both null hypotheses with the
cooperative method of instruction being more effective on EFL
learners’ reading comprehension and writing