Improving Students’ EFL Reading Comprehension Using the Cooperative Learning Method and Exploring Students’ Learning Experiences

This study examined the effectiveness of the Student Teams–Achievement Divisions (STAD) cooperative learning method in improving English (EFL) reading comprehension among Chinese primary school students. A quasi-experimental mixed-methods design was employed, involving 120 Grade 6 students from two public primary schools in Guangdong, China. Students in the experimental group received STAD instruction, whereas those in the control group were taught using conventional teacher-centred instruction over an eight-week intervention. Reading comprehension was assessed through pre- and post-tests measuring overall comprehension, lower-order thinking skills (LOTS), and higher-order thinking skills (HOTS). Semi-structured interviews with two teachers and 16 students were conducted to explore their classroom experiences. Students who received STAD instruction achieved significantly greater improvements in overall reading comprehension, LOTS, and HOTS than those in the conventional instruction group. Interviews further suggested that STAD promoted peer interaction, collaborative learning, active participation, and greater confidence during English reading lessons. Although teachers noted that cooperative learning required additional preparation and classroom management, they considered these demands manageable and worthwhile. This study adds empirical evidence on the use of STAD in Chinese primary school EFL classrooms by integrating quantitative learning outcomes with qualitative classroom experiences. The findings also provide practical support for the wider use of cooperative learning in English reading instruction and offer a useful reference for future classroom-based intervention research.

Student Teams–Achievement Divisions (STAD); EFL reading comprehension; HOTS & LOTS questions; Primary education; China.

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