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THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 87 / 233

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Qualitative Data Analyses

The data obtained from the Reading Think Aloud Sheet, dialogues, and interviews

were analyzed qualitatively. The results undoubtedly indicated whether reciprocal

teaching enhanced both the proficient and less proficient students’ reading ability.

Reading Think Aloud Sheet.

The data from the Reading Think Aloud Sheet were analyzed to note the

development of the proficient and less proficient students in using the four main reading

strategies of reciprocal teaching. The written results were analyzed on the differences of

the four main reading strategies the participants employed in the early stage of working in

groups (Reading 6) compared to the 4th week of working in groups (Reading 9).

Interview.

All the participants in the experimental group were interviewed on the four main

reading strategies of reciprocal teaching they employed and their opinion on group work

while completing the reading tasks. The participants’ answers were transcribed and

categorized in order to compare the differences of usage of the main reading strategies

between the proficient and the less proficient students.

Audio-taping.

The dialogues between the participants as they were working in cooperative

groups were recorded. Then the tapescripts were transcribed into dialogues. Following

this, the descriptive data were analyzed to investigate the difference in the use of the four

main reading strategies between the proficient and less proficient students, while working

on Reading 6 and Reading 9.

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