Abstract
This study aims to find the effects of using Collaborative Strategic Reading (CSR) on reading comprehension skills for non-English majored college students. It is related to (1) the effects after using CSR for non-English majored college students and (2) the experience sharing from teachers in the college for their students’ changes with CSR. This research type is experimental with reading comprehension tests. The data of this research is obtained by collecting results of pre-tests and posttests of 39 non-English majored college students in a college of Can Tho city. The meth odology of research is quasi experimental and the experience of 17 teachers about using CSR in teaching reading comprehension skills in questionnaire and 3 teachers for semi-structured interview. The techniques of collecting data are written test to find out the effects students on reading comprehension in college context. The test results showed that there is a significant different score between the experimental class and control class. The research finds the increasing of students’ reading comprehension results after being taught through Collaborative Strategic Reading (CSR) technique. Based on the results of tests, it will be found CSR technique has effects on reading comprehension skills better than without. It was shown that students reading achievement after given the treatment using Collaborative Strategic Reading (CSR) technique were higher than the students' reading achievement before they were given the treatment. Besides, interviews for teachers to find out how effective CSR in English teaching language successfully and improve students’ reading skills. They almost all chose agreements with the improvement when using CSR to increase their students’ reading comprehension skills and they had a positive attitude about using CSR as well as its effects on the students. They reported that their students could get more ideas and able to arrange them in their mind before. Their confidence in reading was increased and could use the other reading techniques more effectively such as skimming, scanning, guessing, and predicting.
 
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Highlights
1.1 Research rationale 1.1.1 Theoretical reasons Reading is one of the most important academic language skills for EFL students which can lead to their professional, social, and personal development
3.1.2 Hypotheses The study was based on theories of the effects and experience in teaching and learning of using Collaborative Strategic Reading (CSR) to improve reading comprehension skills for non-English majored college students
5.1 Summary of the study The study mainly focused on the effects of using CSR on reading comprehension to improve college students’ comprehension skills
Summary
1.1 Research rationale 1.1.1 Theoretical reasons Reading is one of the most important academic language skills for EFL students which can lead to their professional, social, and personal development. Dealing with the importance and challenges of comprehension strategies, there is a strategy that could help a reader understand a text, namely Collaborative Strategic Reading (CSR). CSR is a strategy, but it is a collaborative technique for reading comprehension which is applied by teaching some strategies to the students followed by the activity of working in groups. According to Klingner and Vaughn (1998), CSR teaches students to use comprehension strategies while working cooperatively. CSR strategy can help the students to understand the concepts of a reading text. The contribution of the CSR to reading is producing better comprehension of the students
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