The DOI matches its Crossref record; 35 of the 35 references it cites were found in a registry or an index.
An Initial Study of the Effects of Cooperative Learning on Reading Comprehension, Vocabulary Acquisition, and Motivation to Read
Abstract
This study investigated the effects of the Jigsaw II cooperative learning (CL) model and whole class instruction in improving learners' reading comprehension, vocabulary acquisition, and motivation to read. Forty-four grade five English as a foreign language learners participated in the study, and a posttest-only control group experimental design was employed. The results did not indicate any statistically significant differences between the control and experimental group on the dependent variables of reading comprehension and vocabulary acquisition. However, the results revealed statistically significant differences in favor of the experimental group on the dependent variable of motivation to read and its dimensions, the value of reading, and reading self-concept. The pedagogical implications of the findings and suggestions for further research are discussed.
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“Shaaban (2006) describes how cooperative ('jigsaw') reading tasks improved the motivation to read of Year 5 students of English in Lebanon”
From The motivational dimension of language teaching (2017) · cites this paper as Shaaban (2006)
Citations
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Cited by
Sorted by citations
Kyndt, E., Raes, E., Lismont, B., Timmers, F., Cascallar, E. C., & Dochy, F. J. R. C. (2013) · Educational Research Review · doi:10.1016/j.edurev.2013.02.002 · Cited by 706
Malloy, J. A., Marinak, B. A., Gambrell, L. B., & Mazzoni, S. A. (2013) · The Reading Teacher · doi:10.1002/trtr.1215 · Cited by 380
The motivational dimension of language teaching
Lamb, M. (2017) · Language Teaching · doi:10.1017/s0261444817000088 · Cited by 361
Motivation Terminology in Reading Research: A Conceptual Review
Conradi, K., Jang, B. G., & McKenna, M. C. (2013) · Educational Psychology Review · doi:10.1007/s10648-013-9245-z · Cited by 351
Effects of the Jigsaw method on student educational outcomes: systematic review and meta-analyses
Drouet, O., Lentillon‐Kaestner, V., & Margas, N. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1216437 · Cited by 143
Metadata
- Authors
- Shaaban, K.
- Affiliations
- American University of Beirut (LB)
- Corresponding author
- Shaaban, Kassim
- Venue
- Reading Psychology
- Publisher
- Informa UK Limited
- Published
- 2006-12
- Volume
- 27
- Issue
- 5
- Pages
- 377-403
- ISSN
- 0270-2711 (ISSN-L)
- 1521-0685
- OpenAlex
- W2139693616
- Cited by
- 78
- References
- 35
- Citations by year
- 2025: 1 · 2024: 3 · 2023: 3 · 2022: 5 · 2021: 5 · 2020: 5 · 2019: 6 · 2018: 5 · 2017: 8 · 2016: 6 · 2015: 2 · 2014: 4 · 2013: 7 · 2012: 1
- FWCI
- 28.21
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Reading Psychology (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- cooperative learning, Jigsaw II, reading comprehension, vocabulary acquisition, English as a foreign language, fifth grade students, reading self-concept, value of reading, whole-class instruction
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