The effect of a suggested program based on reciprocal teaching strategy on developing some English reading skills of university

Research Abstract

Research problem The current research attempts to prove the effectiveness of reciprocal teaching strategy in developing some university students' reading skills. Accordingly, it tried to answer the following general question: 1. What is the effect of using reciprocal teaching strategy to develop some reading skills of university students? Out of this main question, the following sub-questions were posed: 1. What is the effect of using reciprocal teaching strategy to develop the skimming skill of university students? 2. What is the effect of using reciprocal teaching strategy to develop scanning skill of university students? 3. What is the effect of using reciprocal teaching strategy to develop inference skill of university students? 4. What is the effect of using reciprocal teaching strategy to develop the skill of "using context to determine meanings of words" of university students? 5. What is the effect of using reciprocal teaching strategy to develop the skill of "determining the tone and purpose of a certain text" of university students? 6. What is the effect of using reciprocal teaching strategy to develop the skill of "determining meaning from word parts" of university students? Significance of the research The present study is taken to be of importance due to the following reasons: 1. It sheds a light on one of the most salient strategies in teaching reading, which is reciprocal teaching. 2. It helps in focusing on the reading skill, as it is one of the most important skills for English learners. 3. It offers a program based on reciprocal teaching to develop some reading skills: skimming, scanning, inference, determining meaning from context, and determining meaning from word class. Objectives of the research The main Purposes of this study were: 1. Designing a proposed program to develop some reading skills of second year students at the faculty of education in Beni- Suef, History section. 2. Assessing the effect of using a proposed program based on reciprocal teaching strategy on developing skimming skill of the second year students at the faculty of education in Beni Suef, History section. 3. Assessing the effect of using a proposed program based on reciprocal teaching strategy on developing scanning skills of the second year students at the faculty of education in Beni Suef, History section. 4. Assessing the effect of using a proposed program based on reciprocal teaching strategy on developing inference skill of the second year students at the faculty of education in Beni Suef , History section. 5. Assessing the effect of using a proposed program based on reciprocal teaching strategy on developing the skill of determining meaning from context of the second year students at the faculty of education in Beni Suef , History section 6. Assessing the effect of using a proposed program based on reciprocal teaching strategy on developing the skill of determining tone, purpose and course of the passage of the second year students at the faculty of education in Beni Suef , History section. 7. Assessing the effect of using a proposed program based on reciprocal teaching strategy on developing the skill of determining meaning of words by using word classes of the second year students at the faculty of education in Beni Suef , History section. Methodology of the research In this study, the researcher used: 1. The Descriptive Method This method was used for reviewing pertinent literature, determining reading comprehension sub skills suitable for second year, Faculty of Education, History section and getting acquainted with the general designs of the English program and the reading pre-post test. 2. The Quasi – Experimental Method This method was used for conducting the experiment, administering the reading comprehension program and pre-post reading achievement test, analyzing the data and interpreting the results. Subjects The present study involved 30 students enrolled in the second year in the academic year (2011-2012), History section, Faculty of Education, Beni- Suef University. The researcher used one-group experimental group to be the design of the research. The study group was instructed by the researcher. Results of the study The present study has achieved the following hypotheses: 1. There is a statistical significant difference between the mean scores of the experimental group students at 0.01 in skimming skill before and after administering the reading achievement test in favor of the post administration. 2. There is a statistical significant difference between the mean scores of the experimental group students at 0.01 in scanning skill before and after administering the reading achievement test in favor of the post administration. 3. There is a statistical significant difference between the mean scores of the experimental group students at 0.01 in inference skill before and after administering the reading achievement test in favor of the post administration. 4. There is a statistical significant difference between the mean scores of the experimental group students at 0.01 in the skill of determining meaning from context before and after administering the reading achievement test in favor of the post administration. 5. There is a statistical significant difference between the mean scores of the experimental group students in the skill of determining tone, purpose and course of the passage" at 0.01 before and after administering the reading achievement test in favor of the post administration. 6. There is a statistical significant difference between the mean scores of the experimental group students in the skill of "determining meaning from word class" at 0.01before and after administering the reading achievement test in favor of the post administration. 7. There is a statistical significant difference between the mean scores of the experimental group students in the English reading skill at 0.01before and after administering the reading achievement test in favor of the post administration. Recommendations Based on the above results and discussion, the current study recommends that: •More attention of curriculum designers should be given to reciprocal teaching strategy. •Teachers in different grades: primary, preparatory, secondary and university levels should be trained on how to use reciprocal teaching. •Teacher education programs should be developed to consider reciprocal teaching in all subject matters. •Research should be continued on using reciprocal teaching in all subjects. •Future research studies should be conducted to identify barriers to using the reciprocal teaching in all school levels.

Research Keywords

reciprocal teaching