Effect of reciprocal teaching strategy on eighth-grade English students' reading motivation in English
Keywords:
Reciprocal Teaching, Reading Motivation, EnglishAbstract
This study set out to investigate whether the reciprocal teaching method could improve the reading motivation of eighth-grade English learners. The study used an explanatory sequential mixed-method research design to achieve the intended goal. Phase one involved collecting quantitative data by employing a pretest-posttest Nonequivalent Control Group design. The Motivation for Reading Questionnaire was used to collect responses from students. Phase two data, which were qualitative, were collected in response to the findings of the quantitative data through semi-structured interviews. One public high school for males and one for females was chosen from the population. The groups were formed by pairwise matching scores in the pre-test and then allocated to control and experimental groups. The conventional teaching method was used to instruct the control group, while the experimental group received instruction using a reciprocal teaching strategy. In phase 1, a questionnaire on reading motivation was employed to collect data. Two-way ANCOVA and paired samples t-tests were used for data analysis. Following the findings of phase one data, semi-structured interviews with the experimental group were conducted to collect qualitative data, which were then assessed using thematic analysis. The results showed that the experimental group was more motivated in reading tasks. Educational implications of reciprocal teaching were also discussed.
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