THE IMPACT OF COLLABORATIVE LEARNING STRATEGIES ON READING COMPREHENSION AND WRITTEN ACCURACY AMONG UNIVERSITY LEVEL EFL LEARNERS

Abstract

This quantitative study examines the impact of collaborative learning strategies on reading comprehension and written accuracy among university-level EFL learners in Punjab, Superior University and Virtual University of Lahore. The target population comprised students enrolled in these institutions, while the sample was determined using L.R. Gay’s sample size determination table to ensure representativeness and statistical reliability. The research addressed three core objectives: to investigate the effect of collaborative learning strategies on students’ reading comprehension, to analyze their influence on written accuracy, and to explore the relationship between comprehension and accuracy under collaborative learning conditions. Data were gathered through standardized reading comprehension tests and structured written tasks, and analyzed using descriptive and inferential statistical techniques, including independent samples t-tests and Pearson correlation. The results demonstrate that collaborative learning significantly enhances both comprehension and accuracy, while also indicating a strong positive relationship between the two domains. These findings contribute to the growing body of evidence supporting collaborative approaches in EFL pedagogy, offering practical implications for curriculum design and instructional practices in higher education settings, particularly within the context of in Punjab, Superior University and Virtual University of Lahore.