Effectiveness of reciprocal teaching strategy on grade eight students' academic self-regulated learning in English reading class

The purpose of this study was to investigate whether the reciprocal teaching method may improve academic self-regulated learning of eighth-grade English learners. To achieve its goal, the study employed an explanatory sequential design, a mixed method research design based on two phases. Phase one involved the collection of quantitative data by using a pretest-posttest Nonequivalent Control Group design. Academic Self-regulated Learning Questionnaire was used to collect quantitative data of students. Phase two data, which were qualitative, were collected in response to the findings of the quantitative data through semi structured interviews. All public elementary and high schools of province Punjab (Pakistan) were the target population. From population, one public high school of male and one of female were selected as sample from district Faisalabad (Pakistan) conveniently. The participants of study were grade eighth students.  The intact classes were taken and classes were formed by pairwise matching of score in pre-test. These classes were randomly assigned to control and experimental groups. There were total 2 experimental groups (female and male) and two control groups (female and male). Traditional teaching method was used to give instruction to control groups, while experimental groups received instruction using reciprocal teaching strategy. In phase one academic self-regulated learning questionnaire was employed to collect quantitative data through pretest and posttests. Two-way ANCOVA and paired samples t.test were used for data analysis in phase one. Following the findings of phase one data, semi-structured interviews with the experimental groups were conducted to know about the experiences and perceptions of experimental groups about reciprocal teaching strategy.  The qualitative data were assessed through thematic analysis. Researcher synthesized quantitative and qualitative data findings to derive results. Findings revealed that experimental groups’ academic self-regulation enhanced through this teaching strategy. It is suggested that teacher training institutions as universities and colleges should include reciprocal teaching strategy in their training programs.