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.
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