IMPACT OF COLLABORATIVE STRATEGIC READING ON THE ESL READING COMPREHENSION OF GRADE SEVEN STUDENTS IN ENGLISH.

Abstract

The study aimed to examine the effects of using Collaborative Strategic Reading (CSR) in improving reading comprehension of English as Second Language (ESL) learners and students’ perception towards the use of CSR. The study was an experimental study which had one sample group. The research sample group consisted of 32 seven graders (1 section from 3 sections) selected by clustered random sampling technique. Eight lessons were taught using CSR. The quantitative data were collected through reading comprehension tests that comprised of 20 multiple choice questions and the qualitative data was obtained through students’ reflective journals and focus group discussions. The test scores were analyzed using mean, standard deviation and t-test and found that students’ posttest scores (x̄17.31) were higher than their pretest score (x̄8.41) with significance value (p) 0.01. This proved that use of CSR as a reading comprehension strategy improved ESL learners’ reading comprehension, which further increased their test scores. Students’ reflective journal and focus group discussion were analyzed and found that the students had positive perception towards use of CSR in ESL reading lessons. CSR built confidence, monitored learning, encouraged active participation, fostered positive interaction, motivated learners, built teamwork, shared main ideas, and improved their reading comprehension. Hence, CSR was effective in improving reading comprehension and participants had positive perception towards CSR.