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THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 126 / 233

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Based on the findings previously discussed, reciprocal teaching is one of the

reading strategy instructions that can be used in Thai high-school classrooms or in any

EFL classroom to help students improve their English reading comprehension and

metacognitive awareness.

Methodological Implications of the Study

This study used both quantitative and qualitative data collection. The data from

the Reading Think Aloud Sheet, audio-taping, and interviews were triangulated with the

mean scores of the pretest and posttest. The results derived from the different data

corroborated each other.

The quantitative data showed a significant difference in English reading

comprehension before and after reciprocal teaching instruction, and a significant

difference between reciprocal teaching and skill-based teaching. The positive effects of

reciprocal teaching on the participants’ English reading ability were confirmed through

the quantitative data.

On the other hand, the analysis of the qualitative data was specifically important

in explaining some results of the quantitative data. The quantitative data in this study

were obtained from the pretest and posttest, and from the pre-questionnaire and post-

questionnaire. The results revealed that reciprocal teaching had positive effects on the

English reading comprehension of the students in the reciprocal group who also increased

their use of the metacognitive strategies after the instruction. The results from the

interviews, the Reading Think Aloud Sheet, and the audio-taping helped explain why and

how the quantitative data pointed to these specific results.

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