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
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.