Crafting Comprehension: A Systematic Guide to Designing and Developing an Inquiry-Based Reciprocal Teaching (IBRT) Module

This paper presents a systematic eight-step framework for designing and developing a contextually appropriate reading module, integrating three key pedagogical frameworks: a modified DDR within the ADDIE instructional design model, the BSCS 5E instructional model and the reciprocal teaching strategies. Inquiry-Based Reciprocal Teaching (IBRT) module was developed based on the needs analysis involved 282 Form Four ESL learners and 12 ESL educators from Penampang, Sabah, identifying key challenges in reading comprehension. Designed in alignment with the CEFR and the Malaysian Standard-Based English Language Curriculum (SBELC), this module aims to close the gap between curriculum expectations and learners’ reading proficiency by integrating reciprocal teaching strategies into 5E inquiry-based learning cycle to foster deeper engagement, scaffolding, and metacognitive growth. The design and developmental phase obtained the views and decisions of seven experts on the overall design, strategies, and activities in the module. Insights gathered informed the module’s development, which was refined through expert reviews and validated using structured checklists and the content validity index. With a content validation of 0.89 and suitability of sessions and activities that achieved a value of 0.90, the module demonstrated strong content validity and instructional relevance. This paper addresses the persistent lack of explicit reading strategy instruction in ESL classrooms and offers a replicable, context-sensitive framework for instructional design. By detailing each developmental step, the paper contributes a transparent and transferable model that supports both scholarly inquiry and practical implementation in ESL pedagogy.