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THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 58 / 233

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University level.

Hansan (1994) compared the effects of the reciprocal teaching approach to the

translation technique on university ESL students at Kuwait University. The results showed

that the students learning through reciprocal teaching had better reading performances than

those who had been exposed to traditional teaching. Moreover, the researcher found that

the participants in the reciprocal teaching group had the opportunity to use English as a

communication tool.

However Adunyarittigun (2004) found that there were no significant differences in

reading comprehension between the students in an experimental reciprocal teaching group

and those in a group instructed through regular teaching, though reciprocal teaching had

positive effects on the students’ self-perception and attitude.

Ratanakul (1998) compared the effects of the reciprocal teaching approach with

the translation technique on university EFL learners in Thailand. The subjects of this

study were 60 1st-year students of the Faculty of Nursing at Mahidol University. They

were divided into a control group and an experimental group, in a two-group, pretest-

posttest design. The control group was instructed through the translation technique while

the experimental group was taught through the reciprocal teaching approach. The results

of the study showed that the students in the experimental group reached higher scores in

reading achievement than those in the control group. Moreover, the learners in the

experimental group expressed a more positive attitude towards the reciprocal teaching

approach than those of the control group did toward the translation technique.

Song (1998) investigated whether reciprocal teaching enhanced the reading ability

of EFL college students in Taiwan, as well as the effectiveness of reciprocal teaching

related to the students’ reading proficiency, and what types of questions are affected by

reciprocal teaching. The results showed that this technique improved the EFL students’

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