Effectiveness of Face-to-Face Computer Assisted Cooperative Learning in Teaching Reading Skills to Yemeni EFL Learners: Linking Theory to Practice

Abstract

This paper aimed at investigating the effectiveness of face-to-face Computer Assisted Cooperative Learning (CACL) in teaching reading skills. It employed a mixed-method design as the data were collected through pre and post-test and semi-structured interviews. The pre and post-test of reading skills were analyzed through t-test, and the qualitative data were analyzed through thematic patterns. The findings showed a significant difference between the pre and post-test of reading skills, and the qualitative data analysis showed that face-to-face CACL has academic, social, and cognitive advantages. These findings showed that face-to-face CACL effectively teaches reading skills, which is attributed to the design of CALL and the implementation of cooperative learning principles. It is concluded that CALL and cooperative learning have a complementary advantage in teaching reading skills through face-to-face CACL. Therefore, teachers need to focus on the learning theories of CALL activities and implement the five principles of cooperative learning to make teaching reading skills through CACL more effective for EFL learners.