The Reciprocal Teaching Procedure: An Alternative Reading Instruction that Works

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Published: Dec 18, 2020
Keywords:
reciprocal teaching procedure reading performance reading strategy reading comprehension

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Nikom Tolongtong
Thammasat University, Bangkok, Thailand
Dumrong Adunyarittigun
Thammasat University, Bangkok, Thailand

Abstract

The Reciprocal Teaching Procedure (RTP) has been proven to be effective for helping first and second language readers improve their reading. To date, no empirical study has determined whether the RTP could be effective for improving EFL high school students’ reading performance. The purpose of this study was to investigate the effects of the RTP on Thai high school students’ English reading performance in responding to text-explicit, text-implicit and script-implicit questions and their attitude towards the RTP. The participants were 44 tenth grade students studying at a high school in Northern Thailand. They received a fifty-minute-training session twice a week for 14 weeks and were measured for question response accuracy using six reading performance tests. An attitude questionnaire and interviews were conducted after the intervention. The data from the reading tests were analyzed using multivariate analysis with testing time as the repeated dimension. The results indicated that the RTP appeared to positively affect Thai high school students’ English reading performance in responding to text-explicit, text-implicit and script-implicit questions. The questionnaire and interview results demonstrated that the RTP helped improve their reading performance and that the students had positive attitudes towards the RTP.

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How to Cite
Tolongtong, N., & Adunyarittigun, D. (2020). The Reciprocal Teaching Procedure: An Alternative Reading Instruction that Works. Journal of Studies in the English Language, 15(2), 27–62. Retrieved from https://so04.tci-thaijo.org/index.php/jsel/article/view/239870
Issue
Vol. 15 No. 2 (2020): July - December
Section
Research Articles
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