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ERIC Number: EJ1092785
Record Type: Journal
Publication Date: 2016-Feb
Pages: 16
Abstractor: As Provided
ISSN: EISSN-1072-4303
Students' Perceptions of Reading Through Peer Questioning in Cooperative Learning
Tanaka, Makiko; Sanchez, Edward
TESL-EJ, v19 n4 Feb 2016
This study investigated perceptions of a class of 20 first-year Japanese college students on peer questioning in cooperative reading activities. After the instructor gave an hour of interactive explanations of the reading, in which students were encouraged to interact actively with the instructor in interpreting the reading material, students were then guided through three steps: 1) individually writing questions on points in the text they found difficult to understand, 2) peer questioning in pairs/groups using those questions, and 3) writing answers to their own questions. After four sessions of such treatment, a questionnaire was administered to see if they perceived an improvement in their reading comprehension. The results suggest that students perceived peer questioning positively. They claimed that it helped them understand the content better and that it improved their speaking skills as well. Students stated that cooperative learning also helped them to discover elements in the text they would not have seen unless otherwise asked, and it raised students' metacognitive awareness.
TESL-EJ. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan
Identifiers - Assessments and Surveys: Test of English as a Foreign Language
Grant or Contract Numbers: N/A