Student Versus Expert Outlines in Reading Comprehension: The Effect of Collaborative Construction

Bothina S. M. Abdelshaheed

SAGE Open, 2023, vol. 13, issue 3, 21582440231191795

Abstract: Reading comprehension is a basic skill that influences the outcomes of language learning. The role played by using different cognitive organizers and collaboration as well in the improvement of reading comprehension of academic texts has been a subject of recent literature. Hence, this study employed the experimental 2 × 2 factorial design to identify the difference in effect of two types of outlines, student-constructed versus expert-constructed, on EFL learners’ reading comprehension across two modes of learning, collaborative and individual. Participants were 161 English majors from a reading intact English course at a Saudi university. They were randomly assigned into four treatment groups, two student-constructed and two expert-constructed outlines groups. After ensuring a homogenous level of the four groups in reading comprehension, the groups had the reading comprehension test on one mode of application; collaborative student-constructed, collaborative expert-constructed, individual student-constructed, and individual expert-constructed outlines. The findings revealed that there was a significant main effect among the four groups in reading comprehension scores favoring the student-constructed outlines groups. Besides that, the findings indicated that the collaborative student-constructed outlining is the most effective mode. The implications are discussed in terms of the efficacy of student-construction of outlines in a collaborative context and recommend its significance in supporting EFL learners’ reading comprehension of academic texts.

Keywords: collaborative learning; individual learning; expert-constructed outlines; reading comprehension; student-constructed outlines (search for similar items in EconPapers)
Date: 2023
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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:13:y:2023:i:3:p:21582440231191795

DOI: 10.1177/21582440231191795

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