In short, using both quantitative and qualitative data collection contributed to a
better understanding and a clearer explanation of the effects of reciprocal teaching on
English reading comprehension.
Pedagogical Implication for Reading Strategy
The findings of this study offer many vital pedagogical implications for teachers,
students, and educators in an EFL reading context. The most obvious pedagogical
implication is that reciprocal teaching is one of the reading strategy instructions which,
through proper training on metacognitive strategies, best enhances the student readers’
reading comprehension and metacognitive awareness. In practice, these findings can be
applied in English reading classrooms as follows:
1. Reciprocal teaching is quite a new technique for Thai students. To teach Thai
students to apply the four main reading strategies of reciprocal teaching, the teachers
should provide appropriate explanations, explicit modeling, and on-going guidance.
Reciprocal teaching requires the teachers to model explicitly and step by step the process
and the use of the metacognitive strategies. The students have to know what the four key
strategies are and when, why, and how to use them. They need a lot of time to practice
each strategy and they need consistent practice of all of them.
Time is also a concern when learning is involved. Students should be given
enough time for each step. Since it is not always easy for them to accept and understand
the four main reading strategies and the steps of reciprocal teaching, they need time to
implement them all, to work in groups, to adjust to the leading role, even with the help of
their friends, to get used to the steps of reciprocal teaching in general, and to ultimately
internalize and use them automatically in their individual reading.