The Effects Of Reciprocal Teaching Strategy On Reading Comprehension, Motivation And Metacognition Among Iranian Efl University Learners

• Main Author: Ahmadi, Mohammad Reza
• Format: Thesis
• Language: English
• Published: 2016
• Subjects: L7-991 Education (General)
• Online Access: http://eprints.usm.my/32033/1/MOHAMMAD_REZA_AHMADI_24%28NN%29.pdf; http://eprints.usm.my/32033/
• Institution: Universiti Sains Malaysia

Tujuan kajian ini adalah untuk mengenal pasti kesan strategi pengajaran resiprokal ke atas kefahaman membaca, motivasi membaca dan strategi meta-kognitif membaca dalam kalangan pelajar EFL universiti di Iran. Penyelidik menggunakan kaedah kuantitatif dan kualitatif untuk mengkaji kesan strategi pengajaran resiprokal tersebut. Sampel kajian seramai 60 orang daripada dua buah universiti di Iran dipilih dan diagihkan secara bertujuan bagi dua kumpulan eksperimen dan kawalan. Kumpulan eksperimen menggunakan pengajaran resiprokal manakala kumpulan kawalan pula menggunakan kaedah pengajaran konvensional. Bahagian bacaan daripada buku berjudul Reading through Interaction Book, ujian kefahaman membaca, soal selidik motivasi membaca, soal selidik meta-kognitif membaca dan sesi temu bual digunakan untuk mengutip data. Kaedah kuantitatif secara tinjauan ini mengandungi ujian kefahaman membaca, soalan selidik bagi motivasi membaca, soalan strategi meta-kognitif membaca. The purpose of this study was to investigate the effects of reciprocal teaching strategy on reading comprehension, reading motivation and reading meta-cognition in reading comprehension among Iranian EFL learners at universities. The researcher used a mixed method to examine the effects of using reciprocal teaching strategy instruction. The participants were purposively selected and assigned into experimental and control groups. The experimental group was taught through reciprocal teaching while the control group was taught through conventional method of instruction. The reading sections of Reading through Interaction Book, reading comprehension test, reading motivation questionnaire, reading meta-cognition questionnaire and interviews were used to collect the data.