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THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 81 / 233

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participants of the experimental group, who were taught through the reciprocal teaching

model for reading comprehension, employed more metacognitive reading strategies after

the treatment.

Studying the results of this pilot study, the researcher found some points which

needed to be improved: the amount of time in introducing and practicing the four main

strategies, the interview questions, and the Reading Think Aloud Sheet.

From the observation, the researcher found that the participants needed more time

in introducing and practicing the four main strategies. Thus, the time to do so was

increased from one period to two periods.

As for the interview questions, the researcher found that the answers to these

questions focused only on reciprocal teaching, not on the four main metacognitive

reading strategies or the group interaction. In order to support the quantitative results

obtained in this study, the researcher strongly concentrated on how the participants used

the four main metacognitive reading strategies and on their social interaction. Thus, the

researcher adapted the interview questions, not only focusing them on the reciprocal

teaching process, but focusing them also on the four main metacognitive reading

strategies and on the participants’ social interaction within their working groups.

Finally, it was found that the Reading Think Aloud Sheet needed to be separated

from the reading text in order to grasp the whole picture of each strategy. Moreover, this

way was thought easier for the participants to summarize the whole text from the main

idea of each paragraph. Accordingly, the Reading Think Aloud Sheet was separated from

the reading text. In addition, the researcher provided the participants with instructions on

how to record the strategies they used.

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