Does Cooperative Learning Enhance Reading Comprehension and Reduce Reading Anxiety in Second Language? What reading strategies are most effective?

In second language (L2) classrooms, students experience certain degrees of anxiety which hinders L2 learning. The present study aims to investigate the effects of cooperative learning on affective (i.e., anxiety) and cognitive (i.e., reading comprehension and strategies) components of L2 reading. 60 Chinese undergraduates learning English as an L2 are recruited. The participants are tested on anxiety and comprehension, and then randomly assigned to the experimental or control group. In the experimental group, Jigsaw classroom method is applied, in which reading tasks are divided among participants to cooperatively carry out. In the control, participants learn the materials independently. Afterwards, participants are assessed on the materials and reading anxiety individually. An Independent T-test conducted on 25 pilot participants, revealed that participants in cooperative learning setting (M = 3.50, SD = 1.00) performed significantly better than control (M = 2.23, SD = .725); t(23) = -3.655, p = < .05, on summary writing. Mixed ANOVA on state anxiety, indicates a non-significant main effect of time F(1, 23) = .974, p > .05. Further analysis will be conducted on reading anxiety. The Mixed ANOVA conducted on social support perceived, revealed a significant interaction effect between time and group, F (2, 46) = 9.906, p < .05. Past studies on cooperative learning focus on cognitive aspects, with few studied affective domains. Extending past research, the present study determines which setting and reading strategies promote reading performance and reduces reading anxiety. These findings help to identify effective learning methods in improving L2 acquisition.