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THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 25 / 233

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Significance of the Study

This study aims to investigate whether reading strategy instruction based on the

reciprocal teaching approach assists Thai high-school students in understanding reading

texts. The significance of the study lies in terms of its attempt to find a suitable

instructional method to aid Thai high-school students in developing their reading skills. If

it is found that the reciprocal teaching enhances students’ reading comprehension and

metacognitive reading awareness, this research intends to assist them in their realization

of the benefits of using reading strategies, of the kind of strategies available to them, and

of the way to use them. Consequently, reciprocal teaching proposes to support more

effective reading and to facilitate students’ independent reading through a refined control

of their own reading process.

As for the teachers, the findings of this study might help them define clearer

guidelines and, thus, gain better skills at adapting the reciprocal teaching approach to

their own English classrooms in a way that facilitates their students’ goal of becoming

better readers.

Scope of the Study

1. This study confined itself to investigating the 12th-grade students at

Watnuannordit School, in Bangkok, Thailand. In total, it counted 66 participants: 30

students forming the experimental group and 36 students in the control group. At the time

of the investigation, they were all students of the English Reading Course in the academic

year 2007.

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