Open Access Open Access  Restricted Access Subscription Access
Open Access Open Access Open Access  Restricted Access Restricted Access Subscription Access

Reciprocal Teaching: Effects on EFL Students' Reading Comprehension and Challenges


Affiliations
1 Faculty of Humanities, Bahir Dar University, East Africa, Ethiopia
     

   Subscribe/Renew Journal


This study investigated the effects of reciprocal teaching (using its basic reading strategies: predicting, questioning, clarifying & summarizing) on EFL students' reading comprehension and the challenges that EFL teacher and students face during the intervention in a large class. Fifty-six grade 9 EFL students (intact group selected from ten sections using a lottery) at Bahir Dar City, Ethiopia, took the intervention for eight weeks. The reciprocal teaching instruction was delivered by the researcher in a whole class setting. Eight expository texts representing a range of topics which were selected from Grade 9 student textbook currently in use but were independent of the topics that have been covered earlier by their classroom teacher have been used for the intervention. The participants took pretest and post-test measures of reading comprehension passage. Paired samples t-test was used to compare group means of the two scores obtained (i.e., before-after intervention means). The results indicated that there was statistically a significant difference in students' reading comprehension after the reciprocal teaching intervention.

Keywords

Reciprocal Teaching, Reading Comprehension, Modeling, Guided Practice.
Subscription Login to verify subscription
User
Notifications
Font Size


Abstract Views: 133

PDF Views: 0




  • Reciprocal Teaching: Effects on EFL Students' Reading Comprehension and Challenges

Abstract Views: 133  |  PDF Views: 0

Authors

Berhanu Asress
Faculty of Humanities, Bahir Dar University, East Africa, Ethiopia

Abstract


This study investigated the effects of reciprocal teaching (using its basic reading strategies: predicting, questioning, clarifying & summarizing) on EFL students' reading comprehension and the challenges that EFL teacher and students face during the intervention in a large class. Fifty-six grade 9 EFL students (intact group selected from ten sections using a lottery) at Bahir Dar City, Ethiopia, took the intervention for eight weeks. The reciprocal teaching instruction was delivered by the researcher in a whole class setting. Eight expository texts representing a range of topics which were selected from Grade 9 student textbook currently in use but were independent of the topics that have been covered earlier by their classroom teacher have been used for the intervention. The participants took pretest and post-test measures of reading comprehension passage. Paired samples t-test was used to compare group means of the two scores obtained (i.e., before-after intervention means). The results indicated that there was statistically a significant difference in students' reading comprehension after the reciprocal teaching intervention.

Keywords


Reciprocal Teaching, Reading Comprehension, Modeling, Guided Practice.