Proceedings of the 8th World Conference on Future of Education
Year: 2024
DOI:
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Effects of Cooperative Learning Interventions on Students’ English Reading Comprehension Achievement, Intrinsic Motivation, And Basic Psychological Need Satisfaction: A Systematic Review of The Literature
Ting Mo
ABSTRACT:
An Cooperative learning (CL) is a learning method that allows the students to work together to maximize their own and others’ learning and complete the learning tasks in small groups. While most research has focused on CL’s effects on English listening, speaking, and writing, as well as motivation and autonomy satisfaction, the role of CL in English reading classes and its relationship with intrinsic motivation and basic psychological need satisfaction (BPNS) in China remains underexplored. This study aims to fill this gap by conducting a systematic literature review to investigate the role of CL in English reading, motivation, and BPNS. Using Self-Determination Theory (SDT), this study develops research hypotheses, a theoretical framework, and a conceptual framework to assess and examine the impact of CL on Chinese students’ BPNS. The research hypotheses reveal the potential mediating variable of basic psychological need satisfaction (autonomy, competence, and relatedness) in the influences of CL (positive interdependence, individual accountability, and promotive interaction) on the students’ reading achievements and intrinsic motivation (knowledge, accomplishment, and stimulation). The results of this paper’s frameworks also present that when cooperating with each other in a social context of small groups, the students satisfy their BPNS, thereby enhancing their reading comprehension and increasing their intrinsic motivation to learn English. This research offers valuable insights for designing CL-based curricula that emphasize BPNS, providing practical guidance for educators and students to enhance reading skills and motivation in English classes.
keywords: basic psychological need satisfaction, cooperative learning, English language learning, intrinsic motivation, reading comprehension achievement