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THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 70 / 233

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what they had read. The correctness and appropriateness of the Reading Think Aloud

Sheet was verified by English experts and the research advisors (see Appendix C).

Interviews.

Interviews of the experimental group were used after reciprocal instruction in

order to confirm the quantitative information collected from the previous tools. The

interviews were to help the researcher retrieve the information from the analysis of the

participants’ answers on their use of the four metacognitive reading strategies of

reciprocal teaching when reading. The interview questions were piloted and reviewed for

the validity of their content by native speakers of English who were also professors in a

Thai university. The questions were then revised based on these experts’ comments (see

Appendix D). The interviews were conducted in Thai so that the participants would not

have difficulties understanding and answering the questions.

The Construction of the Research Instruments

The validity and reliability of the research instruments used in this study (the

National English Entrance Examination 2004, the Reading Strategies Questionnaire

(RSQ), the Reading Think around Sheet, and the interview) were verified before these

instruments were used in the actual study in the second semester of 2007. Following this,

the whole process of reciprocal teaching for reading comprehension was piloted.

The content validity check.

All four research instruments were verified for their validity by the research

advisors, three experienced English reading teachers, and one native experienced

professor in a Thai university. They examined the instruments for any ambiguous

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