Effects Of Cooperative Learning And Reading Aloud By Teachers In Large Class EFL Teaching

This project investigated the effects of cooperative learning and reading aloud by teachers in EFL teaching in large classes. 72 senior first-year students who participated in this project were from the same class. This one-semester project was carried out from March to June of 2005. A pretest-posttest experiment design was employed and a questionnaire was responded to by the students to test whether students will take an active part in the CL and whether a supportive learning environment is created. The results of this study clearly show that the teaching approach does improve students' reading ability in large classes. Especially, the less able students benefited more from the CL than the more able students; students who were in the low and the intermediate level groups exhibited more improvement than the students who already had a good reading ability. Meanwhile, the results of the questionnaire show that most students in large classes would like to work in a cooperative group and got the support from the teacher and obtained teammates help.