Reflective Reciprocal Teaching: A Technique for Improving Iranian EFL Learners’ Reading Comprehension Ability

International Journal of Foreign Language Teaching and Research

دوره 9، شماره 38، دی 2021، صفحه 37-60   

نوع مقاله: Research Papers

شناسه دیجیتال (DOI): 10.52547/JFL.9.38.39

نویسندگان

Sara Badakhshan¹؛ Khalil Motallebzadeh^{* 2}؛ Parviz Maftoon¹

¹Department of English, Science and Research Branch, Islamic Azad University, Tehran, Iran

²Department of English, Tabaran Institute of Higher Education, Mashhad, Iran

چکیده

The primary aim of this study was to shed light on the impact of a new instruction model, reflective reciprocal teaching (RRT), on English as a foreign language learners' (EFL) reading comprehension ability. Its mode of inquiry was a mixed-method, and it took on a quasi-experimental design, including a pretest, treatment, and posttest paradigm. The sampling techniques were both convenience and random sampling by which 100 EFL freshman learners were selected and assigned into three groups of reflective reciprocal teaching (RRT), reciprocal teaching (RT), and control. Two tests, namely Oxford Quick Placement Test and Michigan English Language Assessment Battery, were used to measure EFL learners' proficiency level and reading comprehension ability in its quantitative phase. ANOVA was utilized to analyze the collected data. Also, during the next step, which aimed to explore the learners' perceptions of RRT instruction, semi-structured interviews were used to collect qualitative data. The results indicated that the RRT group outperformed the control group regarding their reading comprehension ability; however, the RT instruction did not significantly impact this issue. Accordingly, the qualitative data analysis findings indicated that self-regulated learning, perceived competence, metacognitive awareness, confidence, and intrinsic motivation were the significant results of the RRT instruction model, contributing to the learners' reading comprehension ability.

کلیدواژه‌ها

Reading comprehension ability؛ Reflective practices؛ Scaffolding strategy-based instruction

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