چکیده:
Abstract The present study attempted to investigate the impact of cooperation versus collaboration on college students` reading ability. To fulfill the purpose of the study, 90 participants were chosen from among 140 by means of administering the Nelson Proficiency Test. They were divided into three groups: cooperative group, collaborative group, and control group. A fifty-item multiple-choice reading vocabulary test was developed, validated, and used as the pretest. The results of the one-way ANOVA showed that there was no significant difference among the groups. Then after a number of cooperative and collaborative strategies used as the treatment in this study in six sessions of ninety minutes for each experimental group class, (control group without treatment) the posttest, which resembled the pretest in many respects, was administered to the three groups. The results of one-way ANOVA and Scheffee Test showed that the cooperative and collaborative groups worked better than the control group, and the collaborative one performed best.
خلاصه ماشینی:
com Abstract The present study attempted to investigate the impact of cooperation versus collaboration on college students` reading ability.
The ability to read academic texts is regarded as one of the most important skills that university students of English as a second language and English as a foreign language need to achieve (El-Okda, 2005; Yigiter, Saricoban, & Gurses, 2005).
The main difference between these two approaches to group work is that cooperation is more focused on working together to create an end product, while successful collaboration requires participants to share in the process of knowledge creation (Dillenbourg et al.
Significance of the Study Learners of English as a second language (ESL) think of reading comprehension as an important and to some extent a difficult skill to acquire, but we believe all scholars, teachers, and university professors can help them to control over this failures by (a) teaching them what to read, and how to read, (b) teaching them practice language (in a discursive manner), (c) giving them exercises which are qualified and based on the needed strategies, and (d) working with students’ different strategies and methods to improve their reading abilities and also vocabulary learning.
Cooperative Learning The teacher maintained complete control of the class, even though the students worked in groups to accomplish the goal of a course.
This study also provides some evidence that collaborative learning can be effectively implemented in a reading comprehension class with Iranian EFL learners who are majoring in English as a foreign language.