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THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 83 / 233

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Research question 4: Do the 12th-grade students at Watnuannordit School increase

their use of metacognitive reading strategies after reciprocal teaching?

The answers to the Reading Strategies Questionnaire as it was applied before and

after instruction were used to collect the data to answer this question. Before instruction,

the participants in the experimental group were asked to complete the RSQ to explore the

metacognitive reading strategies they employed before reciprocal teaching. At the end of

the course, they were asked once more to answer the RSQ to explore whether they

increased their use of the metacognitive reading strategies after the implementation of the

reciprocal teaching model.

Collection of Qualitative Data

During the instruction, the students in the experimental group recorded on the

Reading Think Aloud Sheet how they applied the four main strategies. In addition, audio-

taping was used to record the interaction between the teacher and the students and

between the group leaders and their peers during group work.

At the end of the instruction, and following the posttest, all students from the

experimental group (instructed through reciprocal teaching), five proficient and five less

proficient students, all chosen at random, were interviewed.

The qualitative data gathered from the Reading Think Aloud Sheet, dialogues, and

interviews supported the quantitative data collected from the pretest and posttest scores of

the English reading comprehension part of the National English Entrance Examination

2004. In addition, the qualitative data gave support to the investigation on the manner in

which reciprocal teaching enhanced the proficient and less proficient students’ reading

comprehension, as well as to the investigation on the increase in the students’ use of the

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