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THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 23 / 233

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In Thailand, few studies have been conducted on reciprocal teaching.

Adunyarittigun (2004), Ratanakul (1998), and Soonthornmanee (2002) studied the effects

of reciprocal teaching on the reading comprehension of university students. The results

showed that it had a positive effect on the participants’ self-perception and reading

performances. Konpan (2006) compared the effects of the reciprocal and communicative

language teaching techniques on twelfth-grade students’ reading comprehension. The

results of this study revealed that the English reading comprehension of the reciprocal

teaching group was significantly higher than that of the communicative language teaching

group. The results of the studies on reciprocal teaching in Thailand have also showed that

it has positive effects on students’ reading comprehension.

Statement of the Problem

As mentioned above, most studies on the reciprocal teaching approach have been

conducted in L1 language classrooms. Though some studies have been carried in EFL

universities or college classrooms in Thailand, few of them have been conducted on the

effects of the reciprocal teaching approach on Thai EFL high-school learners

(Soonthornmanee, 2002). Moreover, the reciprocal teaching approach showed positive

results in L1 for all age groups and in EFL mostly in universities or college classrooms

and might be applied effectively to Thai high-school classrooms. The researcher was

interested in adapting Palincsar and Brown’s reciprocal teaching approach to teach Thai

high-school students to improve their reading proficiency by using metacognitive reading

strategies.

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