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THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 125 / 233

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The results from this study show that both proficient and less proficient students

in the experimental group gained from reciprocal teaching. Their posttest mean score are

significantly higher than their pretest mean score, at 0.05 level. Moreover, the posttest

mean score of the reciprocal teaching group is higher than the one of the control group,

also at 0.05. The reason for this may come from the benefits this group gained from the

three features of reciprocal teaching–the four main strategies, scaffolding and explicit

instruction, and social interaction.

Implications

Theoretical Implications of the Study

This study investigated the effects of reciprocal teaching and of its four key

metacognitive strategies of predicting, questioning, clarifying, and summarizing. This

study found that reciprocal teaching significantly improved the English reading

comprehension of both proficient and less proficient students. In addition, the results

confirmed that the participants in the reciprocal teaching group used metacognitive

strategies more often after the instruction. The findings of this study suggested that

reciprocal teaching was one of the reading strategy instructions that supported students’

metacognitive training through the planning, monitoring, and evaluating processes. In the

reciprocal teaching model, the participants gradually learnt to read.

They were trained through explicit teaching and guided practice, and with

sufficient practice in each step of the reciprocal teaching procedure. Once used to the

procedure of reciprocal teaching, they were offered opportunities to practice on their own

in cooperative groups. They learned not only from the teacher, but from friends too. They

regulated their own rules and read consciously using the four key reading strategies

through the three processes of metacognitive strategy.

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