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- W1984809393 abstract "The purpose of the study was to investigate whether metacognitive awareness and comprehension monitoring, as employed by reciprocal teaching involving summarization, question-generation, clarification, and prediction, helps EFL readers to comprehend texts and whether this method could be applied to both skilled and less-skilled learners. A group of 42 students was taught using the reciprocal teaching approach (RT) while the other group of 42 students were given a skill- oriented instruction (ST). Findings indicate that reciprocal teaching has a significant positive effect on EFL learners' reading. In addition, while both skilled and less-skilled learners in the RT group benefited from the reciprocal teaching method, the skill-based teaching method helped the less-skilled learners, not the skilled learners, improve their reading comprehension The RT students also reported their preference on the reciprocal teaching method." @default.
- W1984809393 created "2016-06-24" @default.
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- W1984809393 date "2002-12-01" @default.
- W1984809393 modified "2023-09-25" @default.
- W1984809393 title "The Effect of the Reciprocal Teaching Approach On the Reading Comprehension of Efl Students" @default.
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- W1984809393 doi "https://doi.org/10.1177/003368820203300206" @default.
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