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This study investigated the effects the use of cooperative learning method in English as a second language reading comprehension performance and how it improves the students' second language, their attitudes toward cooperative learning, and their motivation toward reading. Sixty ESL Saudi high school students from The Third Secondary School in Arrass City participated in this study and where divided into two groups (experimental group vs. control group). A pretest-posttest control group design was employed. Data were analyzed using a one-way analysis of covariance (ANCOVA) to test the differences between the experimental and the comparison group. The results of this analysis showed there was no significant difference between experimental and comparison groups in the level of students' motivation toward reading. There were significant differences between the two groups in the reading comprehension performance and in students' attitudes toward cooperative learning, which favored the experimental group. Finally, the researcher discussed educational implications for each variable and suggested several recommendations for implementation and further research.