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THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 62 / 233

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students from two classes at Watnuannordit School who were randomly assigned into two

groups: an experimental group and a control group.

A model of reciprocal teaching for reading instruction was constructed to

investigate its effects on the participants’ reading comprehension. Before the actual

implementation of this reciprocal teaching model, the reading section of the National

English Entrance Examination 2004 was used as a reading pretest and administered to the

participants of both groups to examine their English reading proficiency.

Following this, the experimental group was instructed to read through reciprocal

teaching, while the control group was taught by skill-based teaching. The researcher

instructed the students of both groups for 14 weeks. During this period, the qualitative

data, the transcriptions of dialogues between the teacher and the participants and the

participants and their peers, were collected through a Reading Think Aloud Sheet.

After reciprocal teaching, a posttest – the reading section of the National English

Entrance Examination 2004 – was administered to both groups to investigate whether the

participants had improved their reading comprehension and to investigate whether

reciprocal instruction enhanced the proficient and less proficient students’ reading ability.

To investigate the metacognitive reading strategies the participants in the

experimental group used before and after reciprocal teaching, a Reading Strategies

Questionnaire was administered to them prior to and after receiving instruction on

reciprocal teaching. Also, all the participants in the experimental group were interviewed

after completing the questionnaires. The data obtained from the participants’ self-report in

the Reading Strategies Questionnaire were then triangulated with the data found in the

retrospective interviews. All the data obtained from the above-mentioned research

instruments were analyzed both quantitatively and qualitatively in relation to the research

questions.

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