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THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 127 / 233

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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.

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