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.
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.