“It is good to work together. We have harmony and feel relaxed.”
“We can share our knowledge and experience. It’s not boring.”
“Everyone can give comments and practice to be a leader. I learn from friends and adjust myself
to be a good leader.”
Some less proficient students noted the following (Appendix G, Question 11).
“Working in groups helps us complete our task easily, supports our understanding, and gives us a
chance to be a leader.”
“Working in groups like we work in our real life while I was a follower, I learned how to be a
good leader from my friends.”
“It’s good. Help each other; practice to be a good leader and members of the group. It
encourages me to tell more.”
“It decreases my shyness and makes me feel bold enough to share my ideas.
In brief, social interaction in reciprocal teaching starts from the teacher as an
expert and is directed at the students. Then through the working groups, it transfers to
student-to-student interaction. According to Soranastaporn and Ratanakul (2000), reading
comprehension in a foreign language is enhanced through the collaborative nature of
communication. Students assist each other according to their abilities. Working in groups,
the less proficient students learn more, gain more experience, and increase their
confidence. On the other hand, the proficient students gain more confidence and are eager
to work on becoming good leaders and on guiding their group towards the goal of
completing the reading task. In this social setting, teacher and peer support enhanced the
actual ability of the participants in the reciprocal teaching groups and facilitated the
development of their potential.