Competitive Team-based Learning vs. Reciprocal Teaching of Reading: A Study in Reading Classes

Abstract

This study was an experimental investigation on the effects of a new innovative approach to ELT/Education namely Competitive Team-Based Learning (CTBL), developed by Hosseini (2009, 2019) at Mashhad Rooyan Research Center in Iran, and Reciprocal Teaching of Reading (RTR), developed by Palinscar, at the University of Michigan and Brown (1985), at the University of Illinois at Urbana-Champaign, on the reading comprehension of Iranian EFL intermediate students. See the introductory 17-minute video to CTBL at https://youtu.be/cPtOUaIkJlk or at http://www.aparat.com/v/i32tK. After administering Interchange placement test to a total population of 75, and after ensuring that the participants were homogenous and at intermediate level, sixty students were selected, based on their scores in the pretest. Then, they were randomly assigned to two experimental groups – thirty per group. Each class was divided into seven teams of four – the two remaining students in each class worked in pairs. Before the experiment, the researchers conducted the Interchange reading test. In the course of experimentation, while the first experimental group was instructed via RTR method of CL, the second experimental group was instructed via Hosseini's approach to (language) teaching (i.e., CTBL). At the end of the study, the reading comprehension test (posttest) was used to assess the probable progress in the reading comprehension ability of the students. Independent samples T-test illustrated statistical significance at P≤0.05 level that proved the superiority of CTBL over RTR on the participants' reading comprehension achievements. Suggestions to researchers have been put forward at the end of the present article.

My Transformative Edu-political Theories and Liberating Approach to Teaching

“…In another study, Jahanbazian (2015) Finally, Salari (2018Salari ( , 2019 studied the effect of CTBL and RTR, developed by Palinscar at the University of Michigan and Brown (1985) at the University of Illinois at Urbana-Champaign, on the reading comprehension ability of Iranian EFL learners. She also tried to gauge the attitude of the participants towards these methods before and after the study.…”

Reflection-based questioning: Aspects affecting Myanmar students’ reading comprehension

“…Additionally, teachers employ various instructional strategies to help students effectively comprehend reading texts. There were also some studies investigating teachers’ instructional strategies on students’ reading comprehension; for example, Egiyantinah et al.’s (2018) study investigating the effect of the reciprocal teaching strategy and learning styles on students’ reading comprehension achievement; Anyiendah et al.’s (2019) study exploring the effect of the interactive approach on learners’ achievement in reading comprehension in Vihiga, Kenya; Ahmada’s (2019) study examining the effect of the jigsaw learning model in teaching reading comprehension on narrative text; Salari and Hosseini’s (2019) study scrutinizing the effect of the team-based learning strategy on the Iranian intermediate EFL students’ reading comprehension achievement from the Golrizan Language Institute in Mashhad, Iran; and Barua’s (2021) study inquiring into the effect of the paraphrasing strategy on the tertiary level students’ reading comprehension achievement from the Gauhati University, India.…”

My Transformative Edu-political Theories and Liberating Approach to Teaching

“…Finally, Salari (2018Salari ( , 2019 studied the effect of CTBL and RTR, developed by Palinscar at the University of Michigan and Brown (1985) at the University of Illinois at Urbana-Champaign, on the reading comprehension ability of Iranian EFL learners. She also tried to gauge the attitude of the participants towards these methods before and after the study.…”