Implementing Cooperative Integrated Reading and Composition (CIRC) technique to improve tenth-grade students’ reading comprehension

Abstract

The present research study examined the Cooperative Integrated Reading and Composition (CIRC) technique's effect on tenth-grade English language learners at "La Inmaculada" high school. Quantitative and qualitative tools were used to gather data through an exploratory action research study, including a Cambridge A2 reading test (KEY exam) as a diagnostic and summative test at the beginning and end of the study, as well as written reflections and questionnaires administered before and after the CIRC intervention. The results clearly demonstrated a noticeable improvement in EFL learners' reading abilities as a result of implementing the CIRC technique, highlighting its positive effect on reading comprehension abilities. Additionally, students taught by the CIRC technique displayed positive attitudes and higher motivation in their English classes. Despite some challenges encountered during the intervention, such as uncooperative classmates, individual work preferences, time-consuming activities, limited language proficiency, and difficulty understanding teacher instruction, cooperative methods, such as the CIRC technique, can significantly enhance EFL students' ability to comprehend what they read.