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THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 99 / 233

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three metacognitive strategies: Verification of Prediction, Summarization, and Self-

evaluation.

The students’ metacognitive awareness after reciprocal teaching was significantly

higher than that of before, at 0.05. They planned, monitored, and evaluated their reading to

complete the task above the mean score of 3.5.

Table 9 Comparison of the Metacognitive Strategies the Students Employed in Each

Reading Step before and after Reciprocal Teaching

Mean

SD

Level

Mean

SD

Level

Pre-reading

3.51

0.75

H

4.18

0.59

H

6.584

.000**

While-reading

3.36

0.59

M

3.90

0.46

H

9.016

.000**

Post-reading

3.57

0.82

H

4.13

0.68

H

4.591

.000**

p

**p < 0.01

As shown in Table 4.7, the participants in reciprocal teaching employed a high

t

Reading Step

Experimental Group

Before training

After training

level of metacognitive strategies in the Pre-reading and Post-reading stages before

training (at the mean scores of 3.51 and 3.57 respectively). The use of metacognitive

strategies was at a medium level in the While-reading stage (with a mean score of 3.36).

However, the highest difference of usage before and after the training was obvious during

the While-reading stage. After training, the participants also employed a high level of

metacognitive strategies in the Pre-reading and Post-reading steps (with mean scores of

4.18 and 4.13 respectively). Significant differences at 0.05 level (p < 0.05) were found in

all three steps of reading.

In conclusion, from the quantitative analyses it can be seen that the 12th-grade

students at Watnuannordit School receiving reciprocal instruction improved their English

reading ability and their use of the metacognitive strategies through the metacognitive

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