Assessing the pedagogical effectiveness of the web-based cooperative integrated reading composition (CIRC) technique to enhance EFL reading comprehension skills

Abstract

This study investigates the efficacy of the web-based Cooperative Integrated Reading Composition (CIRC) technique in developing English as a Foreign Language (EFL) reading comprehension skills among first-year prep Experimental Language School learners. The research aims to address the low performance of students in EFL reading comprehension skills (creative, critical, and literal comprehension). The study utilized a pre-post one-group design, collecting data from thirty Egyptian female learners with an average age of 12.5 years. The research instruments included a pre-integrated reading test, a post-integrated reading test, and a scoring rubric. The researchers analyzed the data using a paired sample t-test after the eight-week CIRC intervention. Results indicate that the web-based CIRC technique significantly improves overall reading comprehension skills, including creative, critical, and literal comprehension. The outcomes of the study emphasize that web-based CIRC is useful in language education, particularly in improving reading comprehension skills. The study emphasizes the importance of incorporating authentic materials and employing cooperative learning strategies to enhance reading comprehension skills. The findings provide valuable information for decision-making and offer practical implications for EFL reading comprehension.

Keywords

• Cooperative integrated reading composition
• CIRC
• web-based learning
• EFL reading comprehension
• language education
• Information & Communication Technology (ICT)