How Cooperative Learning can improve students’ reading comprehension: A systematic literature review

Abstract

Reading comprehension remains a significant challenge for English as a Foreign Language (EFL) learners, often due to conventional teacher-centered approaches. This systematic literature review (SLR) investigates the effectiveness of cooperative learning models in enhancing students' reading comprehension within EFL contexts. Following the SALSA (Search, Appraisal, Synthesis, Analysis) framework, 21 empirical studies published between 2020 and 2025 were selected from Google Scholar and Lens.org for analysis. The findings reveal that the majority of the reviewed studies (66%) reported significant improvements in students' reading abilities, including better identification of main ideas and inferential meaning. Among the various models identified, Student Teams Achievement Division (STAD) and Small Group Discussion (SGD) emerged as the most effective strategies, consistently producing substantial gains in reading scores across different educational levels. Beyond cognitive gains, cooperative learning also contributed to positive affective outcomes, such as reduced reading anxiety and increased student motivation. The study concludes that structured cooperative interaction is vital for reading success, though its effectiveness may be influenced by text types and instructional design. These results provide practical recommendations for educators to adopt structured collaborative strategies to foster a more engaging and effective reading environment.