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THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 114 / 233

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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

ability.

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

reciprocal teaching.

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.

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