Effects of Assertiveness Training and Cooperative Learning on ESP Reading Skills Considering Gender and Personality Trait: A Mixed Methods Study

Subject Areas : English Language Teaching

Faezeh Arbabi ¹ , Malek Mirhashemi ^{2 *} , Majid Zargham Hajebi ³ , Seyed Abdolmajid Tabatabaei ⁴

1 - Department of Psychology, Qo.c., Islamic Azad University, Qom, Iran
2 - Department of Psychology, Ro.c., Islamic Azad University, Roudehen, Iran
3 - Department of Psychology, Toloo Mehr University, Qom, Iran
4 - Department of English Language, Qo.c., Islamic Azad University, Qom, Iran

Received: 2025-05-28 Accepted : 2025-07-25 Published : 2025-08-30

Keywords: assertiveness training, cooperative learning, ESP reading skills, extroversion, gender, introversion, personality traits,

Abstract :

Improving reading comprehension in English for Specific Purposes (ESP) through psychological and social strategies has received limited attention in language education research. This mixed methods study aimed to examine the effects of assertiveness training and cooperative learning on enhancing ESP reading skills, while examining the moderating roles of gender and personality traits (extraversion–introversion). A sample of 60 participants was randomly selected from the undergraduate students at the Islamic Azad University, Qom Branch, during the 2024–2025 academic year. Then, they were assigned to assertiveness training, cooperative learning, and control groups based on Cohen’s guidelines. A standardized ESP reading comprehension test and the Eysenck Personality Questionnaire were used as the data collection instruments. Gambrill and Richey’s assertiveness model and the Jigsaw cooperative method were conducted as the training protocols in the experimental groups. Quantitative data were analyzed using ANCOVA, with pre-test scores as covariates. The results of the study revealed that both experimental groups outperformed the control group, with cooperative learning showing the highest post-test gains. Gender significantly moderated the outcomes, with females achieving greater improvements, while personality traits had no meaningful impact. The qualitative analysis of the interviews and observations supported these findings, indicating enhanced comprehension and interaction in active learning groups. These results highlight the potential benefits of incorporating structured social and psychological learning strategies in ESP instruction, particularly with attention to gender differences. These findings suggest that educational programs should consider gender differences to optimize learning outcomes.

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