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