Utilizing Cooperative Learning Activities to Enhance Reading Comprehension, Student—student Interaction, and Motivation in the EFL Classroom

Abstract
This study aims at investigating the impact of using cooperative learning (CL) on EFL learners' reading achievement, motivation towards learning English and student-student interaction.   The sample of the study consisted of 128 seventh grade participants in the district of Hebron, Palestine.  The students were assigned to control and experimental groups. The experimental group was instructed according to the CL Student Team Achievement Division (STAD)  method, while the control group was taught according to the traditional method over a period of ten weeks.  Three instruments were utilized to analyze the influence of cooperative learning on the students. First, pre and post tests were administrated to assess their achievement in reading comprehension. Second, a questionnaire probing their motivation level was administered before and after the application of cooperative learning techniques. Finally, a modified version of Flanders’ model which analyzes classroom interaction was used to measure the percentage of student – talk in comparison to the percentage of teacher- talk in the two classes.  It was also used to measure the percentage of student- student interaction in comparison to teacher- student interaction.  Results indicated that CL had a significant effect on low, mid and high achievers' level of reading comprehension as well as on their  motivation towards learning English. It is worth mentioning though that high achievers performed better than mid and low achievers. Furthermore, results indicated that CL enhanced student- student interaction and student- centered learning.