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THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 95 / 233

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81

Table 6 (Continued)

Mean

SD

Level

Mean

SD

Level

15

Note Taking

3.10

1.10

M

3.90

0.96

H

4.878

.000**

16

Summarization

3.06

0.90

M

3.73

0.73

H

3.818

.001**

17

Selective attention

3.70

0.70

H

4.06

0.58

H

3.266

.003**

Item

Description

Experimental Group

Before training

After training

t

p

18

Goal Setting

3.26

0.90

M

3.90

0.84

H

4.289

.000**

19

Self-evaluation

3.66

0.88

H

4.23

0.81

H

4.011

.000**

20

Selective Attention

3.80

0.92

H

4.26

0.69

H

2.841

.008**

**p <0 .01 *p <0 .05

Students’ use of the metacognitive strategies before reciprocal teaching.

Table 4.4 shows the metacognitive reading strategies the students of the

experimental group used before and after reciprocal teaching as collected from the

questionnaire and according to ten metacognitive reading strategies (see Table 3.1 and

Appendix B). It can be seen that before the participants were instructed through reciprocal

teaching, an average of ten sub-metacognitive reading strategies from 2, 6, 7, 9, 12, 13,

14, 17, 19, and 20 stand above 3.5, which is within the range of the high frequency (3.5-

5) defined by Oxford (1990). These results indicate that these ten sub-metacognitive

reading strategies were the most popular amongst the participants before instruction

through reciprocal teaching. Item 14 (Self-evaluation) with a mean score of 4.06 was

reported to be the most frequently used by the students, followed by item 20 (Selective

Attention) with a mean score of 3.80, items 2, 6, and 17, which all present the same mean

score (3.70) and are followed by items 7and 19 with a mean score of 3.66 each. The last

two popular metacognitive strategies were items 12 and 13 (respectively Selective

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