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THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 129 / 233

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suggestions, and evaluation on their work after the lesson. This would help the students

improve and be more aware of what to do while working in groups.

6. In the present study, the proficient and less proficient students gained greater

benefits from reciprocal teaching. They not only improved their reading comprehension,

they also improved their metacognitive strategies, because they received sufficient

training in the four key strategies. This helped them increase their metacognitive

awareness: they learned what to do when their comprehension broke down. After more

reading and more practice, they will eventually become independent readers and reach the

goal of teaching reading. Therefore, the teachers need to adjust reciprocal teaching to fit

their students’ ability, schooling grade, interests, and environment.

In brief, reciprocal teaching can help students become more aware of

metacognitive strategies through explicit instruction with social interaction, so they can

learn gradually and control their own learning process (Brown, 1980). Reciprocal

teaching has been shown to offer greater advantages over skill-based teaching. It is one of

the successful metacognitive reading strategy instructions for EFL students. Therefore,

reciprocal teaching should be taken into consideration in order to adapt its

implementation in the English reading class.

Recommendations for Further Studies

This study investigated the effects of reciprocal teaching on the English reading

comprehension and usage of metacognitive strategies of students in a Thai high-school

classroom. Through the analysis of its results, reciprocal teaching was shown to have

advantages over skill-based teaching and to improve students’ reading comprehension

and metacognitive strategies. Thus, it would be interesting to perform further studies on

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