Наслеђе 48 (2021), стр. 283-300

АУТОР(И): Jagoda P. Topalov


Download Full Pdf   

DOI: 10.46793/NasKg2148.283T


The aim of this paper is to determine  the  effects  of  Collaborative strategic reading  (CSR),  an  instructional  framework  designed to improve students’ reading skills (Klingner, Vaughn 1999), on EFL learners’ inventory of reading strategies and the frequency of its use.  In a quasi-experimental pre-test – post-test study with a control group, the participants were, over two semesters, exposed to strategic reading instruction in either a cooperative or an individual setting. A series of mixed between-within repeated measures ANOVAs were conducted in order to see whether there were differences in the use of reading strategies between the students from the two groups, as well as between the same students tested at three different times (at  baseline, at the middle of the experiment, and upon the completion of the experiment).

The results indicate that the cooperative setting has a statistical effect on the use of strategies employed during and after reading academic texts, but not before. The results further show that the students from  the experimental group reported significantly more self-regulatory behaviors than the students from the control group upon the completion of the experiment, but not at its middle, suggesting that prolonged exposure to experimental input is necessary for the effects of group-work dynamics to become visible and the strategic framework  to become internalized. Pedagogical implications of the results mainly address the potential of group-work dynamics in offering an effective alternative to typical teacher-centered EFL instruction found in most university contexts.


self-regulation, reading comprehension, cooperative learning, English as a foreign language, university students


Bryant et al. 2000: D. P. Bryant, S. Vaughn, S. Linan-Thompson, N. Ugel, A. Hamff, M. Hougen, Reading outcomes for students with and without learning dis-abil- ities in general education middle school content area classes, Learning Disability Quarterly, Austin, 23, 24–38.

Cohen 1988: J. Cohen, Statistical power analysis for the behavioral sciences, Hillsdale, NJ: Lawrence Erlbaum Associates Publishers.

Cohen et al. 2006: A. D. Cohen, R. Oxford, J. C. Chi, Language strategy use inventory, in: M. Paige, A. Cohen, B. Kappler, J. Chi, J. Lassegard (eds.), Maximiz- ing Study Abroad: A Students’ Guide to Strategies for Language and Culture Learning and Use, Minneapolis: University of Minnesota, 21–27.

Davidson, Major 2014: N. Davidson, C. H. Major, Boundary crossings: Cooperative learning, collaborative learning, and problem-based learning, Journal on excellence in college teaching, 25, Miami, 7–55.

Dörnyei 1997: Z. Dörnyei, Psychological Processes in Cooperative Language Learn- ing: Group Dynamics and Motivation, e Modern Language Journal, 81/4, Medford, MA, 482–493.

Gable 1986: R. Gable, Instrument Development in the Aective Domain, Boston: Kluwer-Nijhoff.

Hoskins, Fredrikson 2008: B. Hoskins, U. Fredriksson. Learning to learn: What is it and can it be measured?, Luxembourg: European Commission.

Janzen 2002: J. Janzen, Teaching strategic reading, in: J. Richards & W. Renandya (eds.), Methodology in language teaching, Cambridge: Cambridge University Press, 278–274.

Kagan, Kagan 2008: S. Kagan, M. Kagan, Kagan Cooperative Learning, San Clemente, CA: Kagan Publishing.

Karabuga, Kaya 2013: F. Karabuga, E. S. Kaya, Collaborative strategic reading prac- tice with adult EFL learners: A collaborative and reflective approach to read- ing, Procedia-Social and Behavioral Sciences, 106, 621–630.

Kim et al. 2002: A.H. Kim, A.T. Clapper, S. Vaughn, C. Bremer, Collaborative Strate- gic Reading (CSR): Improving Secondary Students’ Reading Comprehension Skills, Research to Practice Brief (Vol. 1). Minneapolis, MN: University of Minnesota, National Center on Secondary Education and Transition.

Kim et al. 2006: A. H. Kim, S. Vaughn, J.K. Klingner, A.L. Woodruff, C.K. Reutebuch, Kouzekanani, Improving the reading comprehension of middle school students with disabilities through computer-assisted collaborative strategic reading, Remedial and Special Education, 27(4), University of Kansas, Kansas, 235–249.

Klingner et al. 2012: J. K. Klingner, S. Vaughn, A. Boardman, E. Swanson, Now We Get It!: Boosting Comprehension with Collaborative Strategic Reading. Hoboken, New Jersey: John Wiley & Sons.

Klingner, Vaughn 1999: J. K. Klingner, S. Vaughn, Promoting reading comprehen- sion, content learning, and English acquisition through Collaborative Strate- gic Reading (CSR), The Reading Teacher, Newark, 52(7), 738–747.

Klingner, Vaughn 2000: J.K. Klingner, S. Vaughn, The helping behaviors of fifth-grad- erswhile using collaborative strategic reading during ESL content classes, TESOL Quarterly, 34, Alexandria, Virginia, 69–98.

Kopčíková 2019: M. Kopčíková Metacognition as a superordinate concept of meta- linguistics: The role in developing reading skills in a foreign language, Cross- roads. A Journal of English Studies, 24, University of Białystok, 82–97.

Lee et al. 2019: J. C. H. Lee, Z.H. Wan, S.K.F. Fui, P.Y. Ko, More student trust, more self-regulation strategy? Exploring the effects of selfregulatory climate on self-regulated learninThe, The Journal of Educational Research, DOI:10.1080/00 220671.2018.1553840

Lightsey, Frye 2004: G. E. Lightsey, B. J. Frye, Teaching metalinguistic skills to enhance early reading instruction, Reading Horizons: A Journal of Literacy and Language Arts, 45(1), Western Michigan University, Kalamazoo, MI, 27–37.

Massey 2009: D. D. Massey, Self-Regulated Comprehension, in: S. Isreal, G. Duffy (eds.), Handbook of research on reading comprehension, New York and Lon- don: Routledge, 389–399.

Mendieta 2015: J. Mendieta, Fostering reading comprehension and self-directed learning in a collaborative strategic reading (CSR) setting, Íkala, revista de lenguaje y cultura, 20(1), Medellín, 15–42.

Mirkov 2007: S. Mirkov, Samoregulacija u učenju: primena strategija i uloga orijentacija na ciljeve, Zbornik Instituta za pedagoška istraživanja, 2, Beograd, 309–328.

Mokhtari et al. 2018: K. Mokhtari, D.M. Dimitrov, C.A. Reichard, Revising the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and test- ing for factorial invariance, Studies in Second Language Learning and Teach- ing, 8/2, Kalisz, 219–246.

Mokhtari, Sheorey 2002: K. Mokhtari, R. Sheorey, Measuring ESL Students Reading Strategies. Journal of Developmental Education, 25/3, Boone, NC, 2–10.

Oxford 1997: R. Oxford, Cooperative Learning, Collaborative Learning and Interac- tion: Three Communicative Strands in the Language Classroom, The Modern Language Journal, 81/4, Medford, MA, 443–456.

Oxford University Press 2001: Oxford University Press / University of Cambridge / Association of Language Testers in Europe, Quick Placement Test: Paper and Pen Test, Oxford University Press: Oxford.

Oxford 2017: R. Oxford, Teaching and researching language learning strategies: Self-regulation in context, Abingdon, UK: Taylor & Francis.

Pintrich 2000: R. Pintrich, The Role of Goal Orientation in Self-Regulated Learning, in: M. Boekaerts, R. Pintrich & M. Zeidner (eds.), Handbook of Self-Regula- tion, San Diego: Academic Press, 451–502.

Pressley 2002: M. Pressley, Comprehension Strategies Instruction: A Turn-of-the-Cen- tury Status Report, in: C. Block & M. Pressley (eds.), Comprehension Instruc- tion: Research-based Best Practices, New York: The Guilford Press, 11–27.

Pressley 2006: M. Pressley, Reading Instruction that Works: The Case for Balanced Teaching, New York: The Guilford Press.

Topalov, Radić Bojanić 2016: J. Topalov, B. Radić-Bojanić, Collaborative strategic reading instruction as a determinant of developed affective variables, in: S. Gudurić, M. Stefanović (eds.), Jezici i kulture u vremenu i prostoru, Novi Sad: Filozofski fakultet, 507–517.

Torrano-Montalvo, González Torres 2004: F. Torrano-Montalvo, C. González Torres, Self-Regulated Learning: Current and Future Directions, Electronic Journal of Research in Educational Psychology, 2/1, 1–34.

Vaughn et al. 2011: S. Vaughn, J. K. Klingner, E. A. Swanson, A. G. Boardman, G. Roberts, S. S. Mohammed, S. J. Stillman-Spisak,  Efficacy  of  collabora- tive strategic reading with middle school students, American Educational Research Journal, 48(4), Washington DC, 938–964.

Zoghi et al. 2010: M. Zoghi, R. Mustapha,  R.M. Maasum,  Collaborative  Strate-  gic Reading with University EFL Learners, Journal of College Reading and Learning, 41(1), Oak Creek, WI, 67–94.