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THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 84 / 233

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metacognitive reading strategies in reading the English texts in the Reading Strategies

Questionnaire.

The instruments for collecting qualitative data were formed of the Reading Think

Aloud Sheet, the interviews, and audio-taping. Following is a detailed description of each

of these instruments.

Reading Think Aloud Sheet.

The participants in the experimental group recorded on the Reading Think Aloud

Sheet the four main reading strategies they employed while completing their reading tasks

in their cooperative group (see Appendix C). Before reading, they recorded what their

prediction about the reading passage was. While reading, they recorded the four main

strategies they employed. They wrote what references and vocabulary they clarified, what

questions they asked about the content of the passage, and the main idea of each

paragraph. After they finished reading, they summarized the whole passage.

Interview.

Ten interview questions were asked to all participants in the experimental group. They

were related to the four main reading strategies of reciprocal teaching the participants

employed while completing the reading tasks, how they used each strategy, their opinion

on each strategy, and their opinion on working in groups (see Appendix D).

Audio-taping.

From week 8 to week 12, the participants in the experimental group were in the

cooperative stage. They were working in cooperative groups performing the whole

process of reciprocal teaching on their own, using the reading passages 6 to 10. The

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