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THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 111 / 233

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This study performed a triangulation of the data collected from the Reading Think

Aloud Sheet and the audio-taping of the participants in the experimental group working in

co-operative groups. Moreover, after the instruction, the participants of the experimental

group were interviewed on the four key reading strategies they used and their opinions on

group work. All the qualitative data supported the findings from the quantitative data.

The results from both types of data then provided evidence that corroborated the research

hypotheses as they were formulated from the research questions.

This chapter is divided into three sections: the first examines the results presented

in chapter four, the second discusses the implications of these results, and the third offers

suggestions and recommendations for future research on reciprocal teaching.

Discussion of the findings

The results indicated that reciprocal teaching had a significantly positive effect on

the English reading comprehension and metacognitive reading strategies of high-school

students. The posttest mean score of the experimental group was significantly higher than

that of the control group at 0.05 level. Reciprocal teaching also enhanced the reading

ability of both the proficient and less proficient students. Moreover, the students in the

experimental group employed significantly more metacognitive reading strategies after

reciprocal teaching at 0.05 level.

The effects of reciprocal teaching on English reading ability.

Regarding the quantitative findings, the first one revealed that the participants in

the experimental group significantly improved their reading ability after being taught

through reciprocal teaching.

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