X hits on this document

PDF document

THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 124 / 233

1064 views

0 shares

0 downloads

0 comments

124 / 233

110

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.

Document info
Document views1064
Page views1079
Page last viewedTue Jan 17 22:03:48 UTC 2017
Pages233
Paragraphs5584
Words51378

Comments