The Effects Of Reciprocal Teaching Strategy On Reading Comprehension, Motivation And Metacognition Among Iranian Efl University Learners
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Date
2016-06
Authors
Ahmadi, Mohammad Reza
Journal Title
Journal ISSN
Volume Title
Publisher
Universiti Sains Malaysia
Abstract
The purpose of this study was to investigate the effects of reciprocal teaching strategy on reading comprehension, reading motivation and reading meta-cognition in reading comprehension among Iranian EFL learners at universities. The researcher used a mixed method to examine the effects of using reciprocal teaching strategy instruction. The participants were purposively selected and assigned into experimental and control groups. The experimental group was taught through reciprocal teaching while the control group was taught through conventional method of instruction. The reading sections of Reading through Interaction Book, reading comprehension test, reading motivation questionnaire, reading meta-cognition questionnaire and interviews were used to collect the data. The quantitative survey consisted of reading comprehension test, reading motivation questionnaire and reading meta-cognition questionnaire with a sample of 60 participants from two universities in Iran. The results of this study indicated that reciprocal teaching strategies had significant positive effects on reading comprehension, reading motivation and reading meta-cognition of Iranian EFL university learners. The posttest mean score of the experimental group was significantly higher than that of the control group at 0.05 confident levels. The qualitative findings of this study provide evidence on the fact that Iranian EFL university learners expressed positive attitudes and beliefs about using reciprocal teaching strategy instruction and this strategy met their teaching needs and goals. The main implication of this study is that student centered approaches to teaching and learning processes, such as the reciprocal teaching strategy, is very much needed to improve students' reading comprehension, reading motivation and reading meta-cognition skills.
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Keywords
Teaching strategy