three metacognitive strategies: Verification of Prediction, Summarization, and Self-
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
**p < 0.01
As shown in Table 4.7, the participants in reciprocal teaching employed a high
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