THE EFFECT OF RECIPROCAL TEACHING MODEL ON ENGLISH MAJORS’ READING COMPREHENSION ABILITIES

The objective of this research is to examine how reciprocal teaching affects learners in both learning outcomes and attitudes. To meet the desired objectives, this mixed method study examined the effect of the reciprocal teaching model (RTM) on enhancing the reading comprehension abilities of English-majored sophomores. The experimental group (N = 36) experienced an application of the RTM process, whilst the control group (N = 35) participated in traditional reading classes. Data were gathered from a pre-reading assessment conducted before the intervention, a post-reading assessment conducted thereafter, and a semi-structured interview. The results indicated no statistically significant difference in reading scores between the experimental and control group participants in the pre-reading test; nevertheless, the experimental group excelled in the post-reading test. The qualitative data analysis revealed that participants saw the RTM intervention as beneficial in enhancing their reading comprehension abilities and motivating them to read through group interaction. These initial findings may assist subsequent study in validating the efficacy of RTM in enhancing reading comprehension abilities among learners of all levels of education.