The effects of the reciprocal teaching procedure on Thai high school students English reading performance and use of metacognitive reading strategies

Name: Nikom Tolongtong

keyword: The reciprocal teaching procedure

; Metacognitive reading strategies

; Reading strategy

Abstract: The purpose of this study was to investigate the effects of the Reciprocal Teaching Procedure (RTP) on Thai high school students’ English reading performance in responding to text-explicit, text-implicit and script-implicit questions, use of metacognitive reading strategies and their attitudes towards the RTP. The present investigation was an experimental study with a pretest-posttest control-group design. The participants were 44 tenth grade students studying at a high school in a province in the north of Thailand. They enrolled in an elective course called English Reading II (ENG31202) in the second semester of the academic year 2017. They received training for 50 minutes twice a week for 14 weeks and were measured for question response accuracy using 6 reading performance tests. The mixed methods study was applied to investigate the use of metacognitive reading strategies. Several sources of data included the Survey of Reading Strategies (SORS), think-aloud sessions, and interviews. They were administered an attitude questionnaire a day after the final day of the intervention. In addition, student interviews were conducted. Data were analyzed using multivariate analysis with testing time as the repeated dimension. The results indicated that the RTP did appear to positively affect Thai high school students’ English reading performance in responding to text-explicit, text-implicit and script-implicit questions. Over the period of the implementation, the mean scores from the six tests increased. In the case of text-implicit questions, the students’ mean scores for testing occasion 6 was higher than that for testing occasion 5. Yet, the difference is not statistically significant. The students scored higher over testing occasions on text-implicit and script-implicit questions. The findings indicated that the students’ use of metacognitive reading strategies was significantly higher after the implementation of the RTP at the .05 level of confidence. The most frequently used metacognitive reading strategies were Problem Solving Strategies (PROB), followed by Global Reading Strategies (GLOB), and then Support Reading Strategies (SUB). The results from the questionnaire and interviews showed that Thai high school students had positive attitudes towards the RTP. The students strongly believed that the RTP provided them with benefits. They were satisfied with the RTP because it helped them improve their reading performance. The results from the interviews confirm the results from the questionnaire and reinforce the positive impact that the RTP has had on the students reading ability

Thammasat University. Thammasat University Library

Address: BANGKOK

Email: preserv@tu.ac.th

Name: Dumrong Adunyarittigun

Role: advisor

Created: 2019

Modified: 2022-11-08

Issued: 2022-11-08

วิทยานิพนธ์/Thesis

application/pdf

DOI: 10.14457/TU.the.2019.1476

eng

DegreeName: Doctor of Philosophy

Descipline: English Language Studies

Grantor: Thammasat University

Level: Doctoral Degree

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