X hits on this document

PDF document

THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 117 / 233

757 views

0 shares

0 downloads

0 comments

117 / 233

103

consulted their friends in the group, used dictionaries, or consulted the teacher for hints

(see Appendix I and Appendix J, Question 9).

In the experimental group, the participants improved their metacognitive reading

strategies through the metacognitive process. Reciprocal teaching is one of the reading

strategy instructions that improve readers’ metacognitive awareness. It leads students to

think about their reading process, develop a plan of action, monitor their own reading in

order to construct their own knowledge, and self-evaluate their reading process (O’Malley

& Chamot, 1990; Wang, 2003). In the end, they are able to become independent readers,

which is the goal of teaching reading for EFL students.

The results of this study indicated that the students in the experimental group

employed the metacognitive reading strategies more often after the instruction than they

did before. The difference is significant and stands at 0.05 level. These findings suggest

that the metacognitive reading strategies raised the participants’ awareness of the reading

task and improved their performance in reading comprehension. Moreover, this study

found that both metacognitive awareness and reading comprehension improved with

metacognitive training.

To sum up, reciprocal teaching provides effective metacognitive reading strategy

instructions because it incorporates scaffolding and explicit teaching of the four main

strategies, which creates an environment that facilitates productive information

processing and reading comprehension. What follows below gives more explanation on

the reasons why the participants in the reciprocal group performed better and which

reasons have to do with the three key features that form the theoretical base of reciprocal

teaching: scaffolding and explicit instruction, the four main strategies, and social

interaction.

Document info
Document views757
Page views772
Page last viewedFri Dec 09 09:52:54 UTC 2016
Pages233
Paragraphs5584
Words51378

Comments