Fourth Graders’ Perceptions of the Use of Reciprocal Teaching Model in English Reading Comprehension
Main Article Content
Abstract
Developing reading skills plays one of the vital roles in teaching EFL learners, especially young learners; however, not all teaching models and approaches can be properly employed in teaching young learners. The mixed-methods study endeavours to explore fourth graders’ perceptions of the use of the reciprocal teaching model (RTM) in learning English reading comprehension at a Ho Chi Minh City-based international school. A cohort of fifty students were involved in answering the questionnaire, and fiusefteen of them participated in semi-structured interviews. The quantitative data from the questionnaire were processed by SPSS in terms of descriptive statistics, and the qualitative data from interviews were analysed using the content analysis approach. The findings showed that participants believed that the use of RTM impacted positively their English reading comprehension. They could foster the use of reading strategies and improve their vocabulary and reading comprehension ability. Such preliminary findings can help to further research to confirm the effectiveness of RTM in teaching reading comprehension to EFL learners in general and young learners in specific.
Keywords:
English, reading comprehension, reciprocal teaching model (RTM), young learners.
References
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[2] E. Dechant, Understanding and Teaching Reading: An Interactive Model, Hillsdale, NJ: Lawrence Erlbaum, 1991.
[3] C. Tarchi, Reading Comprehension for Informative Texts in Secondary School: A Focus on Direct and Indirect Effects of Readers’ Prior Knowledge, Learning and Individual Difference, Vol. 20, No. 5, 2010, pp. 415-420.
[4] Q. T. Tran, M. T. Duong, The Difficulties in ESP Reading Comprehension Encountered by English-Majored Students, VNU Journal of Foreign Studies, Vol. 34, No. 2, 2018, pp. 151-161.
[5] T. T. Tran, Reading Strategy Use: A Case Study in a Tertiary Institution in Vietnam, Korea TESOL Journal, Vol. 13, No. 1, 2017, pp. 204-226.
[6] T. B. B. Tran, B. H. Nguyen, Reading Strategy Instruction to Vietnamese Young Language Learners: Teachers’ Practices and Perceptions, Can Tho University Journal of Science, Vol. 7, 2017, pp. 138-147.
[7] T. M. T. Nguyen, Q. L. Trinh, Learners' Metacognitive Strategy Use and Reading Comprehension: Insights from A Vietnamese Context, I-manager’s Journal on English Language Teaching, Vol. 1, No. 1, 2011, pp. 9-19.
[8] M. R. Ahmadi, H. N. Ismail, M. K. K. Abdullah, Improving Vocabulary Learning in Foreign Language Learning Through Reciprocal Teaching Strategy, International Journal of Learning & Development, Vol. 2, No. 6, 2012, pp. 186-201.
[9] E. Mandel, Vocabulary Acquisition Techniques for Grade One: An Experimental Investigation of Shared Reading vs. Reciprocal Teaching, Doctoral Dissertation, 2008.
[10] S. Relton, Reciprocal Teaching: An Exploration of its Effectiveness in Improving the Vocabulary and Reading Comprehension of Key Stage Two Pupils with and without English as an Additional Language, Unpublished doctor's thesis, University College London, England, 2017.
[11] B. Rosenshine, C. Meister, Reciprocal Teaching, A Review of the Research, 1994, pp. 479-530.
[12] D. Hacker, A. Tenent, Implementing Reciprocal Teaching in the Classroom: Overcoming Obstacles and Making Modifications, Journal of Educational Psychology, Vol. 94, No. 4, 2002, pp. 699-718.
[13] C. J. Carter, Why Reciprocal Teaching? Educational Leadership, Vol. 54, No. 6, 2007, pp. 64-68.
[14] A. S. Palincsar, A. L. Brown, Reciprocal Teaching
of Comprehension - Fostering and Comprehension - monitoring Activities, Cognition and Instruction, Vol. 1, No. 2, 1984, pp. 117-175.
[15] P. E. Doolittle, D. Hicks, C. F. Triplett, W. D. Nichols, C. A. Young, Reciprocal Teaching for Reading Comprehension in Higher Education: A Strategy for Fostering the Deeper Understanding of Texts, International Journal of Teaching and Learning in Higher Education, Vol. 17, No. 2, 2006, pp. 106-118.
[16] R. B. D. Ambarsiwi, Improving Students’ Reading Comprehension of Grade X IIS 1 at SMAN 1 Kasihan in the Academic Year of 2014/2015 Through the Use of Reciprocal Teaching, Unpublished Master's Thesis, Yogyacarta State University, 2015.
[17] O. M. K. Gomaa, The Effect of Reciprocal Teaching Intervention Strategy on Reading Comprehension Skills of 5th Grade Elementary School Students with Reading Disabilities, International Journal of Psycho-Educational Sciences, Vol. 4, No. 2, 2015, pp. 39-45.
[18] M. Dao, The Effectiveness of Reciprocal Teaching with Vienamese Ameriacan Students, In C. C. Park, A. L, Goodwin, S. J. Lee (Eds), Research on the education of Asian and Pacific Americans, Greenwich, CN: Information Age Publishing, 2001, pp. 21-40.
[19] R. B. Todd, C. H. Tracey, Reciprocal Teaching and Comprehension: A Single Subject Research Study, Published Master Thesis, Kean University, 2006.
[20] G. Pilten, The Evaluation of Effectiveness of Reciprocal Teaching Strategies on Comprehension of Expository Texts, Journal of Education and Training Studies, Vol. 4, No. 10, 2016, pp. 232-245.
[21] L. H. Pham, Using Reciprocal Teaching for Developing Reading Comprehension of Vietnamese EFL University Students,https://www.academia.edu/28585401/Using_Reciprocal_Teaching_for_developing_reading_comprehension_of_Vietnamese/, 2016 (accessed on: January 10th, 2021).
[22] O. A. Ramadan, The Impact of Reciprocal Teaching Strategies on the Learners’ Reading Comprehension, Strategy Use and Attitudes, Unpublished Master's Thesis, Birzeit University, 2017.
[23] M. J. W. Svetaketu, Students’ Perceptions on the Benefits of Reciprocal Teaching in Developing Their Reading Skills, Unpublished Master's Thesis, Sanata Dharma University, 2017.