Improving Iranian EFL students reading comprehension skills: examining the effects of self-regulated strategy and modified reciprocal teaching

Journal of Teaching English Lnaguage Studies

مقاله 2، دوره 2، شماره 3، اردیبهشت 2014، صفحه 23-36   

نویسندگان

Atefeh Jafari؛ Bahador Sadeghi

Islamic Azad University, Takestan Branch

چکیده

The purpose of this study was to investigate how reciprocal teaching and self-regulation affected reading comprehension of EFL learners at the high school level.
60 participants were selected and randomly assigned into two groups: an experimental group and a control group. The experimental group was taught through reciprocal teaching while the control group was taught through skill-based teaching. The researcher used reading section of the National University Entrance Exam in the Field of English 1391 as pre-test, and post-test to collect the data. Data were analyzed by the covariance analysis and the results indicated that reciprocal teaching had a significantly positive effect on the English reading comprehension and usage of self-regulation strategy of high school students. Students who were taught by reciprocal teaching had better scores at post-test rather than the other students in skill-based group. 

کلیدواژه‌ها

modified reciprocal teaching؛ reading comprehension؛ Self-regulation؛ metacognitive strategy

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