The Effects of Reciprocal Teaching with Reading Books on Taiwanese Secondary Students’ English Reading Motivation and Reading Comprehension

• Main Authors: PAN, CHIEN-JUNG, 潘建蓉
• Other Authors: CHEN, HAI-HON
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/bn7scd

博士 === 國立臺南大學 === 教育學系課程與教學碩博士班 === 106 === Reciprocal teaching is an instructional reading approach designed by Palincsar and Brown (1984) for developing reading comprehension skills among students through interactive dialogue between instructors and learners. This technique involves four distinct strategies that guide the reading process: Predicting, Clarifying, Questioning and Summarizing. The primary aim of this study was to investigate the influence of adopting reciprocal teaching with the use of English reading books as a resource in Taiwanese secondary students’ English reading programmes. The impact on students’ English reading motivation and English reading comprehension was investigated. A 16-week experiment (32 classes in total) was conducted to examine the effects of using reciprocal teaching. Fifty-three eighth grade students from two normal class grouping classes in a secondary school in Tainan City participated in this study. A quasi-experimental design was used. The experimental group integrated reciprocal teaching in the reading programmes for English language reading development, while the control group received traditional teaching instruction. Both groups were exposed to the same teaching materials, including four Magic Tree House reading book series. The effects of reciprocal teaching were evaluated through the pre-test and post-test instruments of the Motivation for English Reading Questionnaire and English Reading Comprehension Test for both the experimental and control group. A post-test Self-reflection Questionnaire concerning reciprocal teaching was only taken by the experimental group. One-way analysis of covariance (one-way ANCOVA) was used to analyze the data in this study. After the analysis of the collected data, the major findings were summarized as followed： 1. There was a significant difference in the students’ English reading motivation before and after adopting reciprocal teaching in the English language reading programmes. The increase in mean scores indicated that the students in the experimental developed positive attitudes toward the English reading classes through engagement in reciprocal teaching. Most of the students’ interest and confidence in English language reading were promoted after the classes. 2. There was a significant difference in the students’ English reading comprehension before and after integrating reciprocal teaching with the use of English language readers. According to the increased mean score of the post-test for the students in the experimental group, reciprocal teaching was an effective approach which produced notable improvement in English language reading comprehension. 3. According to the result of the Self-reflection Questionnaire, experimental group students held a positive attitude toward adopting reciprocal teaching in the English language reading classes because of its perceived usefulness and enjoyment. Significantly, most students indicated that they would like to continue using the four strategies of reciprocal teaching while reading English books in the future. The results of the study may be helpful to secondary school teachers and can also be used as a guide for improving the English reading motivation and English reading comprehension of secondary school students. Suggestions and limitations for future research about the approach for English language reading development are also provided in this dissertation.