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THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 67 / 233

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53

was also used to examine students’ reading strategies in the three main stages of reading:

pre-reading, while-reading and post-reading.

To develop the RSQ, the researcher selected only the strategies that were related

to the four main strategies of reciprocal teaching: predicting, clarifying, questioning, and

summarizing. Therefore, the questionnaire was applicable to the present study which

aimed to explore the use of the metacognitive reading strategies through reciprocal

teaching.

The RSQ consisted of 20 items and was divided into three parts. The first part of

the questionnaire intended to obtain information about the reading strategies the students

used before reading texts; the second part aimed at eliciting the reading strategies they

used in the while-reading stage; and the last part investigated the reading strategies they

used in the post-reading stage.

This questionnaire used a five-point rating scale (1-5) built according to the

frequency of use of the metacognitive reading strategies by the participants. It was

administered to the experimental group before and after the implementation of reciprocal

teaching (see appendix A).

Following the three main metacognitive processes of planning, monitoring, and

evaluating, the 20 reading strategies that the students used can be organized into 10

metacognitive strategies in three processes of metacognitive, as presented below:

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