comprehension failure. In such a group setting, they were not embarrassed to ask
questions on the points they did not understand and to share their ideas and experiences
with their friends.
The effects of reciprocal teaching and skill-based teaching on English reading
As suggested by the finding, the posttest mean score of the students taught with
reciprocal teaching was higher than those receiving skill-based teaching. This finding
emphasizes that reciprocal teaching was more effective in improving English reading
ability than skill-based teaching. In this study, skill-based teaching, an approach widely
used by Thai high-school teachers, was assigned to the control group. Reciprocal teaching
was assigned to the experimental group as a new technique to promote reading strategies,
and because it differs from skill-based teaching, with which Thai students are very
familiar, the participants needed to pay more attention in order to learn this new approach.
The metacognitive reading strategies students employed prior to and after
From the finding, it can be seen that the participants in the reciprocal teaching
group used all the metacognitive reading strategies more frequently after instruction. Only
one item, Selective Attention (“I selected relevant information to help me understand the
texts”), was more frequently used after the instruction without any significant difference
at 0.05 (see Appendix G, Item 12). This may be because most of the instruction in Thai
high-school reading classes consists of translation. The participants in the experimental
group knew how to find the main ideas, but they felt more confident if they understood all
the sentences in a paragraph.