On the Effect of Reciprocal Teaching Strategy on EFL Learners’ Reading Proficiency

Abstract

This study aimed at exploring the comparative effect of reciprocal teaching on EFL learners' reading proficiency. From the total population of freshmen at Shahrood University of Technology (SUT) who enrolled for the General English course, 120 students were randomly selected. The researcher administered and scored the Comprehensive English Language Test (CELT) and then selected subjects whose raw scores were one standard deviation above and below the arithmetic mean. All in all, 70 students were paired based on their rank score. Subjects of the same rank were randomly assigned to experimental and control groups and were instructed through transmission and reciprocal models respectively. A second test, i.e. TOFL, was used for pre-test and post-test. The results showed: (1) a significant (at the 0.05 level) difference in how the control and experimental groups performed in the post test; (2) a significant (at the 0.05 level) difference in how the experimental group performed in pre-test and post test. [ABSTRACT FROM AUTHOR]