Effects of the Learning Together Model of Cooperative Learning on English as a Foreign Language Reading Achievement, Academic Self-Esteem, and Feelings of School Alienation

Abstract

This study investigated the effects of the Learning Together cooperative learning model in improving English as a Foreign Language (EFL) reading achievement and academic self-esteem and in decreasing feelings of school alienation. Fifty-six Lebanese high school learners of EFL participated in the study, and a pretest-posttest control group experimental design was employed. The results indicated no statistically significant differences between the control and experimental groups on the dependent variables of academic self-esteem and feelings of school alienation. However, the results revealed a statistically significant difference in favor of the experimental group on the variable of EFL reading achievement. The author discusses pedagogical implications and suggests recommendations for further research.