The Effect of the Reciprocal Teaching Approach On the Reading Comprehension of Efl Students

Soonthornmanee, Reongudee

doi:10.1177/003368820203300206

Cited by 20 publications

(21 citation statements)

References 8 publications

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“…The questionnaire was adopted from Soonthornmanne (2002) and was slightly modified to conform to the objectives of the study.…”

Section: Methodsmentioning

confidence: 99%

Efficiency of Using a Web-Based Approach to Teach Reading Strategies to Iranian EFL Learners

Dehghanpour¹,

Hashemian²

2015

ELT

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Applying new technologies with their effective potentials have changed education and, consequently, the L2 teacher role. Coping with online materials imposes the necessity of employing Web-based approaches in L2 instruction. The ability to use reading strategies in a Web-based condition needs sufficient skill which will be fulfilled if it is integrated in pedagogy. The main focus of the present study was to investigate the efficiency of teaching reading strategies in a Web-based condition to Iranian EFL learners. Thirty L2 learners at upper-intermediate level from an English institute in Isfahan were selected as the experimental group. The group received a 20-hr reading strategy training in Web-based condition. Participants were taught 4 general reading strategies which were practiced through 3 stages of cognitive theory: cognitive, associative, and autonomous proposed by Anderson (1993). The instruments included a pre/posttest of hypertext reading comprehension, a pre/posttraining questionnaire for assessing the participants' familiarity with general reading strategies, a pre/posttest of reading comprehension, and an attitude questionnaire towards Web-based reading strategy instruction. Findings indicated that after reading strategy program, the participants' frequent usage of each reading strategy increased significantly and, consequently, they performed better at the reading tasks in Web-based and conventional conditions. Furthermore, the group had positive attitudes towards Web-based reading strategy instruction.

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“…The questionnaire was adopted from Soonthornmanne (2002) and was slightly modified to conform to the objectives of the study.…”

Section: Methodsmentioning

confidence: 99%

Efficiency of Using a Web-Based Approach to Teach Reading Strategies to Iranian EFL Learners

Dehghanpour¹,

Hashemian²

2015

ELT

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“…Reciprocal teaching is chosen to be investigated in this current study based on the understanding that it is a useful teaching method approved by several researchers. Furthermore, it is a method of systematic training in strategies that assists learners to enhance their learning and vocabulary knowledge (Soonthornmanee, 2002).…”

Section: Introductionmentioning

confidence: 99%

Improving Vocabulary Learning in Foreign Language Learning Through Reciprocal Teaching Strategy

Ahmadi

Ismail

Kabilan

2012

IJLD

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Vocabulary learning is one of the most important factors that foreign language learners encounter during the process of learning a foreign language. Vocabulary learning used to be a neglected aspect of language learning. In recent years, however, interest in this area has grown enormously. Language teachers have been keen in searching for effective approaches to enhance vocabulary learning. Vocabulary learning is more important than familiarity with the form and meaning of a word. This paper has suggested reciprocal teaching strategy as a main factor to improve students" vocabulary learning in a foreign language. The purpose of this study is to investigate whether "reciprocal teaching strategy improves students vocabulary learning or not. Reciprocal teaching consists of four basic reading strategies: predicting, questioning, clarifying, and summarizing. Cognitive and meta-cognitive strategies are the reciprocal teaching strategies used to enhance students" vocabulary learning. The lack of good vocabulary learning skills is a main obstacle in a foreign language. One solution to this problem of poor vocabulary skill is the explicit teaching of vocabulary learning strategy. Researcher is going to define the key words, explain the models of vocabulary process, follow reciprocal teaching strategies, discuss cognitive and meta-cognitive strategies and elaborate the related research on reciprocal teaching, and state relationship between reciprocal teaching and vocabulary learning. The findings indicated that reciprocal teaching had a significantly positive effect on the foreign language learning.

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“…To mention for example, Soonthornmanee (2002) investigated metacognitive awareness and comprehension monitoring as employed by RTM involving summarization, questiongeneration, clarification, and prediction. Following the procedures of RTM by adding guided questions to his study, he revealed that RTM helped the less-skilled readers and also improve their reading comprehension.…”

Section: Discussionmentioning

confidence: 99%

The Efficacy of Reciprocal Teaching Method in Teaching Reading Comprehension to Efl Students

A’yun

Yunus

2017

ELT echo

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The article aims to investigate the efficacy of Reciprocal Teaching Method (RTM) on reading comprehension to EFL students. The subject of the study was two classes from the second grade students of Ilmu Agama Islam (IAI) in Probolinggo. There were 44 students emerging from XI IAI 1 and XI IAI 2 which consisted of 22 each. Nonrandomized sampling was chosen to select the group. To decide the groups into control and experimental, coin was used. The XI IAI 1 class then became the experimental group (taught using reciprocal teaching method), meanwhile the XI IAI 2 was the control group (taught using conventional as it is). Both classes acquired mixed levels of reading achievement. It means that both classes were at the same level of reading comprehension. After the treatment, it revealed that those who were taught using RTM gained better result than those were taught using the conventional one.

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The Effect of the Reciprocal Teaching Approach On the Reading Comprehension of Efl Students

Cited by 20 publications

References 8 publications

Efficiency of Using a Web-Based Approach to Teach Reading Strategies to Iranian EFL Learners

Efficiency of Using a Web-Based Approach to Teach Reading Strategies to Iranian EFL Learners

Improving Vocabulary Learning in Foreign Language Learning Through Reciprocal Teaching Strategy

The Efficacy of Reciprocal Teaching Method in Teaching Reading Comprehension to Efl Students

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