reciprocal teaching in relation to other aspects of its method. The following are then
recommendations for further studies:
1. The findings of this study point to the positive impact of reading strategies on
the participants’ reading comprehension and metacognitive strategies. Since the number
of participants was rather small, further studies on a greater number of participants should
2. Other studies should be conducted with participants from different levels of
learning such as students from primary or junior-high schools, gifted students, students at
risk of academic failure, disabled students, and drop-outs. It would be interesting to see
whether reciprocal teaching would still be beneficial to these other groups.
3. This study compared the effects of reciprocal teaching and skill-based teaching
on English reading ability. Reciprocal teaching should be compared to other teaching
methods so as to consider which one provides more advantages for the improvement of
the English reading comprehension of Thai students.
4. Other studies should be conducted with other types of classroom management.
Some of these different settings could include comparing between teaching a whole class
and teaching in groups, comparing working in groups and working in pairs, and teaching
in class with extra-curricular teaching. The results will show which types of classroom
management improve Thai students’ reading ability and which types of classroom
management suit which types of students.
5. This study focused on the skill of reading. It would be worth exploring if
reciprocal teaching could be successfully applied to other language skills including
listening and speaking. According to the reciprocal teaching processes, when working in
groups, the students’ roles involve mainly speaking and listening. As a result, it might be