The Impact of Reciprocal Teaching on Pre-Service English-as-a-Foreign-Language Teachers’ Reading Comprehension Skills

Year 2021, , 280 - 294, 22.10.2021

Gülten Koşar , Yunus Emre Akbana

https://doi.org/10.31464/jlere.857504

Cited By: 3

Abstract

This quasi-experimental study explored the impact of a seven-week intervention in reciprocal teaching (RT) on improving pre-service English-as-a-foreign-language (EFL) teachers’ (PSEFLTs) reading comprehension skills. The experimental group (N = 56) were subjected to an intervention designed to help them understand and apply the steps in RT while the control group (N = 53) attended to reading classes taught conventionally. Data was collected from a pre-reading test administered prior to the commencement and a post-reading test administered following the intervention, and a semi-structured interview. The findings revealed there was no statistically significant difference in experimental and control participants’ reading comprehension skills in the pre-reading test; nevertheless, the experimental group outperformed the control group in the post-reading test. Analysis of the qualitative data demonstrated the PSEFLTs viewed the RT intervention as effective in developing their reading comprehension skills and would implement it in their future teaching.

Keywords

PSEFLTs, quasi-experimental study, reading comprehension skills, reading skills course, RT

References

• Abdolrezapour, P., & Tavakoli, M. (2012). The relationship between emotional intelligence and EFL learners’ achievement in reading comprehension. Innovation in Language Learning and Teaching, 6(1), 1-13.
• Aghaie, R., & Zhang, L. J. (2012). Effects of explicit instruction in cognitive and metacognitive reading strategies on Iranian EFL students’ reading performance and strategy transfer. Instructional Science, 40, 1063-1081.
• Alamprese, J. A., MacArthur, C. A., Price, C., & Knight, D. (2011). Effects of a structured decoding curriculum on adult literacy learners’ reading development. Journal of Research on Educational Effectiveness, 4, 154–172.
• Albashtawi, A. H. (2019). Improvement of EFL students’ academic reading achievement through the Cognitive Academic Language Learning Approach (CALLA). Reading Psychology, 40, 679-704.
• Ari, O. (2016). Word recognition processes in college-age students’ reading comprehension achievement. Community College Journal of Research and Practice, 40(8), 718-423.
• Birt, L., Scott, S., Cavers, D., Campbell, C., & Walter, F. (2016). Member checking: A tool to enhance trustworthiness or merely a nod to validation? Qualitative Health Research, 26(13), 1802-1811.
• Bosley, L. (2008). “I don't teach reading”: Critical reading instruction in composition courses. Literacy Research and Instruction, 47(4), 285-308.
• Brown, A. L., & Palincsar, A. S. (1982). Inducing strategic learning from texts by means of informed, self-control training. Topics in Learning and Learning Disabilities, 2(1), 1-17.
• Caverly, D. C., Nicholson, S. A., & Radcliffe, R. (2004). The effectiveness of strategic reading instruction for college developmental readers. Journal of College Reading and Learning, 35(1), 25-49.
• Chang, C. K., & Hsu, C. K. (2011). A mobile-assisted synchronously collaborative translation–Annotation system for English as a foreign language (EFL) reading comprehension. Computer Assisted Language Learning, 24(2), 155-180.
• Chang, A. C., & Millett, S. (2015). Improving reading rates and comprehension through audioassisted extensive reading for beginner learners. System, 52, 91-102.
• Chang, M. M., & Lan, S. W. (2019). Exploring undergraduate EFL students’ perceptions and experiences of a Moodle-based reciprocal teaching application. Open Learning: The Journal of Open, Distance and e-Learning. DOI: 10.1080/02680513.2019.1708298
• Chen, C. M., & Chen, F. Y. (2014). Enhancing digital reading performance with a collaborative reading annotation system. Computers & Education, 77, 67-81.
• Cockerill, M., Thurston, A., & Taylor, A. (2019). Protocol: An efficacy randomized controlled trial of Reciprocal Reading in high schools. International Journal of Educational Research, 97, 99-106.
• Cox, S. R., Friesner, D. L., & Khayum, M. (2003). Do reading skills courses help underprepared readers achieve academic success in college? Journal of College Reading and Learning, 33(2), 170-196.
• Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research. Boston, MA: Pearson.
• Datta, S., & Ross, M. M. (2002). Reading skills and reading habits: A study of new Open University undergraduate reserves. Open Learning, 17(1), 69-88.
• Ditzel, S. N. (2010). Metacognitive reading strategies can improve self-regulation. Journal of College Reading and Learning, 40(2), 45-63.
• Douglas, K., Barnett, T., Poletti, A., Seaboyer, J., & Kennedy, R. (2016). Building reading resilience: re-thinking reading for the literary studies classroom. Higher Education Research & Development, 35(2), 254-266.
• Durmin, C. C., & Sherman, W. M. (2008). Does choice of college textbook make a difference in students' comprehension? College Teaching, 56(1), 28-34.
• Feller, D. P., Magliano, J., Sabatini, J., O’Reilly, T., Kopatich, R. D. (2020). Does choice of college textbook make a difference in students' comprehension? Discourse Processes, 57(5-6), 473-490.
• Ferrer, A., Abarca, E. V., Serrano, M. A., Gilabert, R. (2017). Impact of text availability and question format on reading comprehension processes. Contemporary Educational Psychology, 51, 404-415.
• Fink, A. (2010). Survey research methods. In P. Peterson, E. Baker & B. McGraw (Eds.), International encyclopedia of education (pp. 152-160). Elsevier Ltd.
• Ghaith, G. (2003). Effects of the learning together model of cooperative learning on English as a foreign language reading achievement, academic self-esteem, and feelings of school alienation. Bilingual Research Journal, 27(3), 451-474. Ghavamnia, M. (2019). Improving Iranian graduate students’ performance in reading scientific articles in English through explicit strategy instruction. Reading Psychology, 40, 612-637.
• Gilbert, F. (2018). Riding the reciprocal teaching bus. A teacher’s reflections on nurturing Collaborative learning in a school culture obsessed by results. Changing English, 25(2), 146-162.
• Gorzycki, M., Howard, P., Allen, D., Desa, G., & Rosegard, E. (2016). An exploration of academic reading proficiency at the university level: A cross-sectional study of 848 undergraduates. Literacy Research and Instruction, 55(2), 142-162.
• Gruenham, E. A. (2012). Common literacy struggles with college students: Using the reciprocal teaching technique. Journal of College Reading and Learning, 42(2), 109-116.
• Higher Education Board. (2018). https://bit.ly/3aDLGY6
• Howard, P. J., Gorzycki, M., Desa, G., & Alan, D. D. (2018). Academic reading: Comparing students’ and faculty perceptions of its value, practice, and pedagogy. Journal of College Reading and Learning, 48, 189-209.
• Hsu, H. Y., & Wang, S. (2010). The impact of using blogs on college students' reading comprehension and learning motivation. Literacy Research and Instruction, 50(1), 68-88.
• Huang, S., Capps, M., Blacklock, J., & Garza, M. (2014). Reading habits of college students in the United States. Reading Psychology, 35(5), 437-467.
• Huang, H. (2016). Online Versus Paper-based Instruction: Comparing Two Strategy Training Modules for Improving Reading Comprehension. RELC Journal, 45(2), 165-180.
• Jalilifar, A. (2010). The effect of cooperative learning techniques on college students’ reading comprehension. System, 38, 96-108.
• Kealey, M. B., & Mather, N. (2019). Use of an online reading intervention to enhance the basic reading skills of community college students. Community College Journal of Research and Practice, 43(9), 631-647.
• Khezrlou, S., Ellis, R., & Sadeghi, K. (2017). Effects of computer-assisted glosses on EFL learners' vocabulary acquisition and reading comprehension in three learning conditions. System, 65, 104-116.
• Kim, H. (2016). The relationship between Korean university students’ reading attitude, reading strategy use, and reading proficiency. Reading Psychology, 37, 1162-1195.
• King, C. M., & Johnson, L. M. P. (1998). Constructing meaning via reciprocal teaching. Literacy Research and Instruction, 38(3), 169-186.
• Kingston, A. J., & George, C. E. (2014). The effects of special reading training upon the development of college students’ reading skills. The Journal of Educational Research. doi.org/10.1080/00220671.1957.10882399.
• Kuehner, A. V. (1999). The effects of computer instruction on college students' reading skills. Journal of College Reading and Learning, 29(2), 149-165.
• Kung, F. W. (2019). Teaching second language reading comprehension: The effects of classroom materials and reading strategy use. Innovation in Language Learning and Teaching, 13(1), 93-104.
• Lincoln, Y., & Guba, E. G. (1985). Naturalistic inquiry. Sage.
• Liu, Y. (2020). Online English reading instruction in the ESL classroom based on constructivism. Journal of Educational Technology Systems, 48(4), 539-552.
• Macaruso, P., & Shankweiler, D. (2010). Expanding the simple view of reading in accounting for reading skills in community college students. Reading Psychology, 31, 454-471.
• Moon, A. L., Wold, C. M., & Francom, G. M. (2016). Enhancing Reading Comprehension with Student-Centered iPad Applications. TechTrends, 61, 187-194.
• Morshedian, M., Hemmati, F., & Sotoudehnama, E. (2017). Training EFL Learners in Self-Regulation of Reading: Implementing an SRL Model. Reading & Writing Quarterly, 33(3), 290-303.
• Nam, K. H., & Page, L. (2014). Investigating metacognitive awareness and reading strategy use of EFL Korean university students. Reading Psychology, 35(3), 195-220.
• Nayak, G., & Sylva, K. (2013). The effects of a guided reading intervention on reading comprehension: A study on young Chinese learners of English in Hong Kong. The Language Learning Journal, 41(1), 85-103.
• Nhapulo, M. A., Simon, E., & Herreweghe, M. V. (2017). Enhancing academic reading skills through extensive reading. Southern African Linguistics and Applied Language Studies, 35(1), 17-40.
• Okkinga, M., Steensel, R. V., Gelderen, A. J. S. V., Schooten, E. V., Sleegers, P. J. C., & Arends, L. R. (2018). Effectiveness of reading-strategy interventions in whole classrooms: A meta-analysis. Educational Psychology Review, 30, 1215-1239.
• Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117-175.
• Seymour, J. R., & Osana, H. P. (2003). Reciprocal Teaching procedures and principles: two teachers’ developing understanding. Teaching and Teacher Education, 19, 325-344.
• Shore, J., Sabatini, J., Lentini, J., Holtzman, S., & McNeil, A. (2015). Development of an evidence-based reading fluency program for adult literacy learners. Reading Psychology, 36, 86- 104.
• Slater, W. H., & Horstman, F. R. (2002). Teaching reading and writing to struggling middle school and high school students: the case for reciprocal teaching. Preventing School Failure: Alternative Education for Children and Youth, 46(4), 163-166.
• Song, K., Na, B., & Kwon, H. J. (2020). A comprehensive review of research on reading comprehension strategies of learners reading in English-as-an-additional language. Educational Research Review, 29, 1-12.
• Soonthornmanee, R. (2002). The effect of the reciprocal teaching approach on the reading comprehension of EFL students. RELC Journal, 33(2), 125-141.
• Spörer, N., Brunstein, J. C., & Kieschke, U. (2009). Improving students’ reading comprehension skills: Effects of strategy instruction and reciprocal teaching. Learning and Instruction, 19, 272-286.
• Taraban, R., Kerr, M., & Rynearson, K. (2004). Analytic and pragmatic factors in college students’ metacognitive reading strategies. Reading Psychology, 25(2), 67-81.
• Tarchi, C., & Pinto, G. (2016). Reciprocal teaching: Analyzing interactive dynamics in the co-construction of a text’s meaning. The Journal of Educational Research, 109(5), 518-530.
• Tsai, Y. R., Ernst, C., & Talley, P. C. (2010). L1 and L2 strategy use in reading comprehension of Chinese EFL readers. Reading Psychology, 31, 1-21.
• Tseng, S. S., & Yeh, H. C. (2018). Integrating reciprocal teaching in an online environment with an annotation feature to enhance low-achieving students’ English reading comprehension. Interactive Learning Environments, 26(6), 789-802.
• Wang, Y. H. (2017). Integrating self-paced mobile learning into language instruction: Impact on reading comprehension and learner satisfaction. Interactive Learning Environments, 25(3), 397-411.
• Wulfemeyer, J. (2019). Modeling metacognition and providing background knowledge via guided reading videos. Journal of College Reading and Learning, 49, 75–88.
• Yang, Y. F. (2010). Developing a reciprocal teaching/learning system for college remedial reading instruction. Computers & Education, 55, 1193-1201.
• Yang, Y. F. (2012). Blended learning for college students with English reading difficulties. Computer Assisted Language Learning, 25(5), 393–406.
• Zendler, A., & Reile, S. (2018). The effect of reciprocal teaching and programmed instruction on learning outcome in computer science education. Studies in Educational Evaluation, 58, 132-144.
• Zoghi, M., Mustapha, R., & Maasum, T. N. R. B. T. M. (2010). Collaborative strategic reading with university EFL learners. Journal of College Reading and Learning, 41(1), 67-94.