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THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 89 / 233

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CHAPTER IV

RESULTS OF THE STUDY

This study was conducted with the purpose of investigating the effects of

reciprocal teaching on the English reading comprehension and reading strategies of

students in Thai high-school classrooms. It was conducted to answer the following

research questions: 1) Do the 12th-grade students at Watnuannordit School improve their

reading comprehension after reciprocal teaching? 2) Does reciprocal teaching enhance

the English reading ability of proficient and less proficient students? 3) Is the increase in

English reading ability of the students in the experimental group significantly higher than

the increase in English reading ability of the students in the control group? 4) Do the 12th-

grade students at Watnuannordit School increase their use of metacognitive reading

strategies after reciprocal teaching?

The data serving as the basis for this study were of two kinds: quantitative and

qualitative. The statistical data consisted of a) the pretest and posttest scores of the

reading comprehension section of the National English Entrance Examination 2004, and

of b) a list of the metacognitive reading strategies the participants employed as collected

from their answers to the Reading Strategies Questionnaire administered before and after

instruction.

Both the control and the experimental groups took a pretest before and a posttest

after the instruction, but only the experimental group answered the Reading Strategies

Questionnaire, also before and after the instruction. The qualitative data consisted of the

written records of the Reading Think Aloud Sheet, the transcriptions of the dialogues, and

the interviews. While working in groups, the participants in the experimental group

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