Integrating Reciprocal Teaching in an Online Environment with an Annotation Feature to Enhance Low-Achieving Students' English Reading Comprehension

Autor/inn/en	Tseng, Sheng-Shiang; Yeh, Hui-Chin
Titel	Integrating Reciprocal Teaching in an Online Environment with an Annotation Feature to Enhance Low-Achieving Students' English Reading Comprehension
Quelle	In: Interactive Learning Environments, 26 (2018) 6, S.789-802 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tseng, Sheng-Shiang) ORCID (Yeh, Hui-Chin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2017.1412989
Schlagwörter	Reading Comprehension; Low Achievement; English (Second Language); Second Language Learning; Second Language Instruction; Reciprocal Teaching; Online Courses; Questioning Techniques; Reading Strategies; Writing Skills; Cooperative Learning; Reading Tests; Teaching Methods; Undergraduate Students; Foreign Countries; Computer Software; Prediction; Taiwan + Suchen Sie Ihr Suchwort? Leseverstehen; Unterdurchschnittliche Leistung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Online course; Online-Kurs; Befragungstechnik; Fragetechnik; Reading strategy; Leselernstufe; Lesetechnik; Writing skill; Schreibfertigkeit; Kooperatives Lernen; Lesetest; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Vorhersage
Abstract	Reciprocal teaching (RT) has been used to improve English as Foreign Language (EFL) students' reading comprehension in face-to-face instruction. However, little was known about how they use the RT to comprehend English texts in an online environment. This study explored how the implementation of RT strategies with the use of an annotation tool to improve low-achieving students' English reading comprehension in an online environment. A total of 22 low-achieving EFL students participated in this study. The pre- and post-reading comprehension tests showed that the students' English reading comprehension improved after practicing RT strategies with annotation tools. Questioning and predicating strategies were ranked as the two most useful strategies, as both promoted successful collaborative reading among students. Summarizing and clarifying were less useful than questioning and predicting strategies because the low-achieving EFL students faced language difficulties when summarizing and clarifying. The annotations supported RT strategies by (1) establishing a collaborative environment for students to discuss RT strategies any time, (2) organizing and indexing reading content in multimodal forms, and (3) helping students review and revise their comprehension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01