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THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 108 / 233

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In conclusion, the results from the interviews show that the students in the

reciprocal group, both the proficient and less proficient ones, had similar metacognitive

awareness. They planned before reading a text and the next paragraph. They monitored

themselves while reading in their group to comprehend the text and they evaluated their

results according to their planning. They enjoyed working in cooperative groups and

having a chance to be a leader. They shared and learned from their friends. Finally, they

had positive views on reciprocal teaching and commented that they had never had a

chance to study reading through a reading strategy instruction like reciprocal teaching. In

the end, they suggested that it is necessary for the next groups of students who will attend

the reading course to learn through reciprocal teaching, as they did, because it was worth

it for them to know what strategies to use, and when and how to use them to comprehend

a reading text. As mentioned in the interviews, the students in the reciprocal teaching

group developed their reading skill by using the four main reading strategies consciously

when their reading comprehension broke down.

Audio-taping Results

To investigate whether the students in the reciprocal teaching group improved

their reading comprehension after receiving instruction, a discussion on the students’

interaction was necessary. The results revealed significant improvement in the quality of

the students’ reading process using the four main strategies through metacognitive

awareness and social interaction.

In this study, the results from the audio-taping are presented into 2 different time

frames: an early period in the working groups and a later period (see Appendix I).

In the early period, the text was titled “Many Faces, One Body” and counted four

paragraphs. In their respective group, the students who were the leaders tended to ask

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