Reciprocal Teaching as a Cognitive and Metacognitive Strategy in Promoting Saudi University Students' Reading Comprehension

Autor/in	Mohamed, Rafik Ahmed Abdelmoati
Titel	Reciprocal Teaching as a Cognitive and Metacognitive Strategy in Promoting Saudi University Students' Reading Comprehension
Quelle	In: Open Education Studies, 5 (2023) 1, Artikel 20220200 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1515/edu-2022-0200
Schlagwörter	Foreign Countries; Reciprocal Teaching; Metacognition; College Students; Reading Comprehension; Reading Instruction; Instructional Effectiveness; Reading Processes; Cooperative Learning; Reading Strategies; Peer Teaching; English (Second Language); Second Language Instruction; Cognitive Processes; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Collegestudent; Leseverstehen; Leseunterricht; Unterrichtserfolg; Leseprozess; Kooperatives Lernen; Reading strategy; Leselernstufe; Lesetechnik; Peer group teaching; Peer Group Teaching; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Cognitive process; Kognitiver Prozess; Saudi-Arabien
Abstract	Reciprocal teaching (RT) involves collaborative dialogue between the teacher and students, with the aim of jointly constructing the meaning from a shared text. This study employs RT as a cognitive and metacognitive set of strategies for enhancing students' reading comprehension and monitoring skills. Thirty-four students were assigned to the RT group for reading instruction, whereas 30 students were assigned to the control group for regular reading instruction. The four RT strategies (predicting, questioning, clarifying, and summarizing) empowered the students to engage in a non-linear approach to comprehend texts and monitor their reading comprehension. They afforded the students the chance to engage in pre-, during-, and post-reading cognitive and metacognitive processes, collaborate with their peers, read with intentionality and focus, and assume shared responsibility for monitoring their advancement in reading comprehension. The students engaged in the scaffolded activities of read-aloud, dialogue, structured comprehension, and peer teaching to develop their reading comprehension and monitoring skills. The results showed that the RT group outperformed the control group on the post-test in both total score of reading comprehension and individual reading skills. Therefore, language instructors are recommended to use an array of effective RT strategies to enhance their students' reading comprehension and monitoring skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01