The Effect of Peer-Assisted Reading Activities on Reading Comprehension and Self-Efficacy Among Iraqi EFL Learners
DOI:
https://doi.org/10.59992/IJSR.2026.v5n5p4Keywords:
Peer-assisted Learning, EFL Reading Comprehension, Reading Self-efficacy, Iraqi EFL Learners, Sociocultural Theory, PALS, Collaborative Learning, Higher EducationAbstract
Peer-assisted learning, a structured instructional approach in which learners work collaboratively in dyads or small groups to support each other's academic development, has accumulated considerable empirical support as a means of enhancing reading achievement across diverse educational contexts. However, its application within Iraqi English as a Foreign Language (EFL) university classroom —and its effects on both reading comprehension and reading self-efficacy simultaneously—have not been systematically investigated. This study examines the effect of a structured Peer-Assisted Reading Activities (PARA) programme on the reading comprehension performance and reading self-efficacy beliefs of Iraqi EFL university learners. Employing a quasi-experimental pre- test/post-test non-equivalent control group design, the study involved 74 second-year undergraduate students at the University of Basrah, divided into an experimental group (n = 37) receiving a ten-week PARA intervention and a control group (n = 37) receiving conventional whole-class reading instruction. Reading comprehension was measured using a purpose-built instrument validated for the Iraqi EFL context; reading self-efficacy was assessed using an adapted version of the Reading Self-Efficacy Scale (RSES). Post-intervention analyses revealed statistically significant improvements in the experimental group on both dependent variables, with large effect sizes for reading comprehension (d = 1.74) and moderate-to-large effect sizes for reading self-efficacy (d = 1.12). Qualitative interview data further illuminate the mechanisms through which peer interaction facilitated comprehension development and self-efficacy enhancement, identifying collaborative sense-making, peer modelling, and reduced affective filter as central processes. The findings are interpreted through the lens of Vygotsky's sociocultural theory, Bandura's self-efficacy theory, and Peer-Assisted Learning Strategies (PALS) research, and carry significant implications for the redesign of EFL reading pedagogy in Iraqi higher education.
References
1. Afflerbach, P., Cho, B.-Y., Kim, J.-Y., Crassas, M. E., & Doyle, B. (2022). Reading: What else matters besides strategies and skills? The Reading Teacher, 66(6), 440-448. https://doi.org/10.1002/trtr.1130
2. Al-Rashidi, A. H., & Al-Jabali, M. (2021). The effect of e-book reading with embedded multimedia on EFL learners' reading comprehension and vocabulary acquisition.
Journal of Language and Education, 7(3), 14-29. https://doi.org/10.17323/jle.2021.11236
3. Al-Shboul, M., Ahmad, I. S., Nordin, M. S., & Rahman, Z. A. (2013). Foreign language reading anxiety in a Jordanian EFL context: A qualitative study. English Language
Teaching, 6(6), 38-56. https://doi.org/10.5539/elt.v6n6p38
4. Al-Sohbani, Y. A. (2013). An analysis of Yemeni secondary school English teachers' attitudes toward cooperative language learning. International Journal of English Language Teaching, 1(2), 1-12.
5. Al-Tamimi, N. O. M., & Attamimi, R. A. (2014). Effectiveness of cooperative learning in enhancing speaking skills and attitudes towards learning English. International Journal of Linguistics, 6(4), 27-45. https://doi.org/10.5296/ijl.v6i4.6114
6. Awad, A. H. (2021). The effect of peer tutoring on reading fluency and comprehension of Jordanian EFL secondary school students. Journal of Language Teaching and Research, 12(4), 552-561. https://doi.org/10.17507/jltr.1204.08
7. Baker, L., & Brown, A. L. (1984). Metacognitive skills and reading. In P. D. Pearson (Ed.), Handbook of reading research (pp. 353-394). Longman.
8. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change.
9. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033- 295X.84.2.191
10. Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
11. Braun, V., & Clarke, V. (2022). Thematic analysis: A practical guide. SAGE Publications.
12. Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE Publications.
13. Farrah, M. (2012). Reciprocal peer feedback in the EFL writing classroom: Employees' performance and perceptions. An-Najah University Journal for Research — Humanities, 26(4), 1154-1185.
14. Fuchs, D., Fuchs, L. S., Mathes, P. G., & Simmons, D. C. (1997). Peer-Assisted Learning Strategies: Making classrooms more responsive to diversity. American Educational Research Journal, 34(1), 174-206. https://doi.org/10.3102/00028312034001174
15. Fuchs, L. S., Fuchs, D., & Malone, A. S. (2021). Peer-Assisted Learning Strategies: Validated instructional approaches for diverse learners. In K. R. Harris & S.
16. Graham (Eds.), APA educational psychology handbook (Vol. 3, pp. 249-278). American Psychological Association.
17. Grabe, W., & Stoller, F. L. (2020). Teaching and researching reading (3rd ed.). Routledge.
18. Hussein, H. M. (2019). The effect of collaborative learning on Iraqi EFL learners' reading comprehension. Journal of the College of Education for Women, 30(1), 1-18.
19. Klingner, J. K., & Vaughn, S. (1999). Promoting reading comprehension, content learning, and English acquisition through Collaborative Strategic Reading (CSR). The Reading Teacher, 52(7), 738-747.
20. Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
21. Mahdi, H. S., & Al-Dera, A. S. (2022). Reading difficulties and strategies among EFL learners: A systematic review. Frontiers in Psychology, 13, 917-933.
https://doi.org/10.3389/fpsyg.2022.917933
22. McMaster, K. L., Fuchs, D., Fuchs, L. S., & Compton, D. L. (2017). Responding to nonresponders: An experimental field trial of identification and intervention methods. Exceptional Children, 71(4), 445-463. https://doi.org/10.1177/001440290507100406
23. Nassaji, H., & Tian, J. (2020). Collaborative and individual output tasks and their effects on learning English phrasal verbs. Language Teaching Research, 14(4), 397-419. https://doi.org/10.1177/1362168809353326
24. Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117-175. https://doi.org/10.1207/s1532690xci0102_1
25. Peng, J.-E. (2022). The roles of multimodal pedagogical affordances and learner engagement in EFL reading performance. System, 107, 102795.
https://doi.org/10.1016/j.system.2022.102795
26. Rezaei, O., & Azizi, M. (2021). The effect of reciprocal teaching on Iranian EFL learners' reading comprehension ability and reading motivation. Journal of Foreign Language Teaching and Translation Studies, 6(1), 31-58. https://doi.org/10.22034/efl.2021.272951.1080
27. Saenz, L. M., Fuchs, L. S., & Fuchs, D. (2005). Peer-Assisted Learning Strategies for
English language learners with learning disabilities. Exceptional Children, 71(3),
231-247. https://doi.org/10.1177/001440290507100302
28. Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35-53). Routledge.
29. Solheim, O. J. (2011). The impact of reading self-efficacy and task value on reading comprehension scores in different item formats. Reading Psychology, 32(1), 1-27. https://doi.org/10.1080/02702710903256601
30. Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360407. https://doi.org/10.1598/RRQ.21.4.1
31. Topping, K. J. (2005). Trends in peer learning. Educational Psychology, 25(6), 631-645.
https://doi.org/10.1080/01443410500345172
32. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
33. Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89-100. https://doi.org/10.1111/j.1469-7610.19
