Effects of Online Reciprocal Teaching on Reading Strategies, Comprehension, Self-Efficacy, and Motivation

Autor/inn/en	Huang, Ching-Ting; Yang, Shu Ching
Titel	Effects of Online Reciprocal Teaching on Reading Strategies, Comprehension, Self-Efficacy, and Motivation
Quelle	In: Journal of Educational Computing Research, 52 (2015) 3, S.381-407 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633115571924
Schlagwörter	Reciprocal Teaching; Reading Strategies; Reading Comprehension; Self Efficacy; Student Motivation; Remedial Reading; Electronic Learning; Intervention; Instructional Effectiveness; Direct Instruction; Modeling (Psychology); Student Experience; Student Attitudes; Student Surveys; English (Second Language); Second Language Learning; College Students; Foreign Countries; Mixed Methods Research; Anxiety; Reading Interests; Student Satisfaction; Taiwan + Suchen Sie Ihr Suchwort? Reading strategy; Leselernstufe; Lesetechnik; Leseverstehen; Self-efficacy; Selbstwirksamkeit; Schulische Motivation; Leseförderung; Unterrichtserfolg; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Modeling; Modelling; Modellierung; Studienerfahrung; Schülerverhalten; Schülerbefragung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Collegestudent; Ausland; Angst; Leseinteresse
Abstract	This study examines the effects of two types of online remedial reading interventions on the reading strategy and comprehension, motivational beliefs, and self-efficacy of 36 low-achieving students (explicit teaching before reciprocal teaching [ET-RT] vs. direct instruction [DI]). We designed a 10-unit online remedial English reading program based on the theoretical framework of the ET-RT model developed by Palincsar and associates. The study investigates the patterns of teacher modeling in both groups and interactive dialogue in the ET-RT group. Students' experiences and perceptions of reading interventions are also explored. The study reveals that implementing ET-RT significantly improved student reading comprehension and strategies and self-efficacy compared with DI. Triangulation with a survey indicated that ET-RT instruction reduced learners' anxiety about learning English and increased interest in reading. Moreover, the ET-RT learners had a better command of reading strategies than the DI learners. However, the qualitative evaluation of learner performance revealed that both groups showed moderate satisfaction and that most students accepted the interventions. ET-RT learner excerpts highlight the importance and usefulness of explicit reading strategy instruction. These findings indicate that both ET-RT and DI instruction have value. However, the finding that ET-RT outperformed DI suggests the need to reconsider the design and implementation of remedial English reading instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01