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THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 59 / 233

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reading ability and proficiency. In addition, the less proficient participants benefited more

from reciprocal teaching than the more able readers. Finally, the study revealed that the

types of questions the students used in relation to the main ideas and to making inferences

were significantly improved.

Soonthornmanee (2002) studied whether the reciprocal teaching approach helped

EFL Thai university students learning at Chulalongkorn University in Bangkok with text

comprehension. The subjects were eighty-four political science students divided into an

experimental group instructed through reciprocal teaching and a control group taught

through skill-based teaching (a reading instruction that focuses on specific skills such as

finding the main idea, finding and inferring details and facts, drawing inferences, and

explaining the grammar and structure of a reading passage). The findings showed that the

students in the reciprocal teaching group had greater gains than the ones instructed

through the skill-based teaching method. Both skilled and less-skilled learners in the

reciprocal teaching group benefited from the approach and the participants in this group

had a positive attitude toward reciprocal teaching, indicating that it has a significant

positive influence on Thai students’ reading comprehension at university level.

Wisaijorn (2003) also examined the effects of reciprocal teaching on reading

comprehension. The research was conducted with a one-group experimental design. The

participants were thirty-four 1st-year university students of English for Academic

Purposes in the northeastern part of Thailand. The researcher used both quantitative and

qualitative methods: a pretest, a posttest, and a follow-up reading comprehension test; a

pre-questionnaire, a post-questionnaire, and a follow-up questionnaire; checklists; and

journals. The results showed that reciprocal teaching improved the students’ reading

ability. Moreover the students exhibited further gains in reading comprehension in the

follow-up test compared to the results from the post-test completed at the end of the

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