Reflective Reciprocal Teaching: A Technique for Improving Iranian EFL Learners’ Reading Comprehension Ability
Subject Areas :
Sara Badakhshan
1
,
Khalil Motallebzadeh
2
,
Parviz Maftoon
3
1 - Department of English, Science and Research Branch, Islamic Azad University, Tehran, Iran
2 - Department of English, Tabaran Institute of Higher Education, Mashhad, Iran
3 - Department of English, Science and Research Branch, Islamic Azad University, Tehran, Iran
Keywords: reading comprehension ability, Reflective practices, Scaffolding strategy-based instruction,
Abstract :
The primary aim of this study was to shed light on the impact of a new instruction model, reflective reciprocal teaching (RRT), on English as a foreign language learners' (EFL) reading comprehension ability. Its mode of inquiry was a mixed-method, and it took on a quasi-experimental design, including a pretest, treatment, and posttest paradigm. The sampling techniques were both convenience and random sampling by which 100 EFL freshman learners were selected and assigned into three groups of reflective reciprocal teaching (RRT), reciprocal teaching (RT), and control. Two tests, namely Oxford Quick Placement Test and Michigan English Language Assessment Battery, were used to measure EFL learners' proficiency level and reading comprehension ability in its quantitative phase. ANOVA was utilized to analyze the collected data. Also, during the next step, which aimed to explore the learners' perceptions of RRT instruction, semi-structured interviews were used to collect qualitative data. The results indicated that the RRT group outperformed the control group regarding their reading comprehension ability; however, the RT instruction did not significantly impact this issue. Accordingly, thequalitative data analysis findingsindicated that self-regulated learning, perceived competence, metacognitive awareness, confidence, and intrinsic motivation were the significant results of the RRT instruction model, contributing to the learners' reading comprehension ability.
Agouridas, V., & Race, P. (2007). Enhancing knowledge management in design education through systematic reflection in practice. Concurrent Engineering, 15 (1), 63-76.
Alavi, S.M., & Ganjabi, M. (2008). The relationship between metacognitive and cognitive strategies and reading comprehension in second language learning. In M.F. Shaughnessy, M. V. J. Veenman & C, Kleyn-Kennedy (Eds.), Meta-cognition: A recent review of research, theory and perspectives (185-205). Nova Science Publishers, Inc.
Alderson, J.C. (2000). Assessing reading. Cambridge University Press.
Alhosni, J. (2017). New perspective on portfolios in EFL classrooms: Portfolio as an autobiographical text. Studies in English Language Teaching, 5(4), 771-780.
Altinay Aksal, F., Altinay Gazi, Z., & Isman, A. (2008). A comprehensive look into the learners’ transferable skills related to constructivist approach. World Applied Sciences Journal, 4(4), 558-567.
Andrade, H., & Du, Y. (2007). Student responses to criteria-referenced self- assessment. Assessment and Evaluation in Higher Education, 32, 159–181.
Andreassen, R., & Braten, I. (2011). Implementation and effects of explicit reading comprehension instruction in fifth-grade classrooms. Learning and Instruction, 21, 520-537.
Ashegh Navaie, L. (2018). The effects of reciprocal teaching on reading comprehension of Iranian EFL learners. ALLS, 9(4), 26-30.
Avarzamani, F., & Farahian, M. (2019). An investigation into EFL learners’ reflection in writing and the inhibitors to their reflection. Cogent Psychology, 6(1), 1690817.
A’yun, Q., & Yunus, M. (2017). The efficacy of reciprocal teaching method in teaching reading comprehension to EFL students. ELT-Echo, 2(2), 134-146.
Bagheri, M.S., & Faghih, M. (2012). The relationship between self-esteem, personality type and reading comprehension of Iranian EFL students. Theory and Practice in Language Studies, 2(8), 1641-1650.
Birjandi, P., Bagheri, M. B., & Maftoon, P. (2018). The place of critical thinking in Iranian educational system. Foreign Language Research Journal, 7(2), 299-324.
Boling, E. C., & Beatty, J. (2010). Cognitive apprenticeship in computer-mediated feedback: Creating a classroom environment to increase feedback and learning. Journal of Educational Computer Research, 43(1), 47–65.
Boud, D., & Walker, D. (1998). Promoting reflection in professional courses: The challenge of
context. Studies in Higher Education, 23(2), 191-206.
Butler, D. L., &Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65(3), 245-281.
Chang, B. (2019). Reflection in learning. Online Learning, 23(1), 95-110.
Colley, B. M., Bilics, A. R., & Lerch, C. M. (2012). Reflection: A key component to thinking critically. The Canadian Journal for the Scholarship of Teaching and Learning, 3(1), 1-19.
Collins, A., Brown, J. S., & Newman, S. E. (1988). Cognitive apprenticeship: Teaching the craft of reading, writing and mathematics. Thinking: The Journal of Philosophy for Children, 8(1), 2-10.
Covington, M. V. (2000). Goal theory, motivation and school achievement: An integrative review. Annual Review of Psychology, 51, 171-200.
Dabarera, C., Renandya, W. A., & Zhang, L. J. (2014). The impact of metacognitive scaffolding and monitoring on reading comprehension. System, 42, 462-473
Davis, M. H., McPartland, J. M., Pryseski, C., & Kim, E. (2018). The effects of coaching on English teachers’ reading instruction practices and adolescent students’ reading comprehension. Literacy Research and Instruction, 57(3), 255-275.
De Corte, E., Mason, L., Depaepe, F., & Verschaffel, L. (2011). Self-regulation of mathematical knowledge and skills. In B. J. Zimmerman, & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (155-172). Routledge.
De Jager, B., Reezigt, G. J., & Creemers, B. P. M. (2002). The effects of teacher training on new instructional behavior in reading comprehension. Teaching and Teacher Education, 18, 831–842.
Dickinson, L. (1987). Self-instruction in language learning. Cambridge University Press.
DiFrancesca, D., Nietfeld, J. L., & Cao, L. (2016). A comparison of high and low achieving students on self-regulated learning variables. Learning and Individual Differences, 45, 228-236.
Eison, J. (2010). Using active learning instructional strategies to create excitement and enhance learning. Jurnal Pendidikantentang Strategi Pembelajaran Aktif (Active Learning) Books, 2(1), 1-10.
Fahim, M., & Rezanejad, A. (2014). Critical Thinking in the EFL Context of Iran. International Journal of Applied Linguistics and English Literature, 3(4), 128-135.
Fithri, E. (2015). The application of portfolios to assess progress in writing EFL students at secondary school in Banda Aceh. Studies in English Language and Education, 2(1), 1-15.
Florez, M. C. (2001). Reflective teaching practice in adult ESL settings. ERIC Digest.
Fotovatian, S., & Shokrpour, N. (2007). Comparison of the efficiency of reading comprehension strategies on Iranian university students' comprehension. Journal of College Reading and Learning, 37(2), 47-63.
Glazer, E. (2004). From a caterpillar to a butterfly: The growth of a teacher in developing technology-enhanced mathematical investigations. Journal of Technology and Teacher Education, 12(1), 115-138.
Gray, D. E. (2007). Facilitating management learning: Developing critical reflection through reflective tools. Management Learning, 38 (5), 495–517.
Greenwood, J. C. (2010). The effect of reflective portfolio use on student self-regulation skills in
science [Unpublished doctoral dissertation]. Western Connecticut State University.
Gutmann, A. (1990). Democratic education in difficult times. Teachers College Record, 92(1), 7–20.
Haji Maibodi, A. (2014). The effect of critical thinking skills on reading English novels. Research in English Language Pedagogy, 2(2), 97-108.
Harrell, M. C., & Bradley, M. A. (2009). Data collection methods. Semi-structured interviews
and focus groups. Rand National Defense Research Inst Santa Monica ca.
Hemmati, F., & Soltanpour, F. (2012). A Comparison of the effects of reflective learning portfolios and dialogue journal writing on Iranian EFL learners' accuracy in writing performance. English Language Teaching, 5(11), 16-28.
Ho, E. S. (2005). Self-regulated learning and academic achievement of Hong Kong secondary school students. Education Journal, 32(2), 87-10.
Hou, Y. J. (2015). Reciprocal teaching, metacognitive awareness, and academic performance in
Taiwanese junior college students. International Journal of Teaching and Education, 3(4),
15-32.
Israel, S.E., Bauserman, K.L., & Block, C.C. (2005). Metacognitive assessment strategies. Thinking Classroom, 6(2), 21 – 28.
Jahandar, S., Khodabandehlou, M., Seyedi, G., & Abadi, R. M. D. (2012). The think aloud method in EFL reading comprehension. International Journal of Scientific and Engineering, 3(9), 1-9.
John, E. B., & Meera, K. P. (2014). Effect of cooperative learning strategy on the creative thinking skills of secondary school students of Kozhikode District. IOSR Journal of Humanities and Social Science, 19(11), 70-74.
Johnson, S.D., & Fischbach, R.M. (1992). Teaching problem-solving and technical mathematics through cognitive apprenticeship at the community college level. Research report No. 143. National Center for Research in Vocational Education.
Johnson, D. W., Johnson, R. T., Roseth, C., & Shin, T. S. (2014). The relationship between motivation and achievement in interdependent situations. Journal of Applied Social Psychology, 44(9), 622-633.
Kashef, S. H., Viyani, A., Ghabool, N., & Damavand, A. (2012). Examining the effect of a learning-centered reading instruction on Iranian students’ reading comprehension: An action research. English Language Teaching, 5(10), 58-63.
Kassem, H. M. (2019). The Impact of Student-Centered Instruction on EFL Learners' Affect and Achievement. English language teaching, 12(1), 134-153.
Kolb, D. A. (1984). Experience as the source of learning and development. Prentice Hall
Larsen, D. P., London, D. A., & Emke, A. R. (2016). Using reflection to influence practice: Student perceptions of daily reflection in clinical education. Perspectives on Medical Education, 5(5), 285-291.
Lysynchuck, L., Pressley, M., & Vye, N. (1990). Reciprocal teaching improves standardized reading – comprehension performance in poor comprehenders. Elementary School Journal, 90(5), 469-484.
Madani, H. A. (2016). Assessment of reading comprehension. Revista Românească pentru Educaţie Multidimensională, 8(1), 125-147.
Maftoon, P., & Tasnimi, M. (2014). Using self-regulated to enhance EFL learners’ reading comprehension. Journal of Language Teaching and Research, 5(4), 844-855.
Makram Mareye, M. (2020). Self-regulated learning and reading comprehension: Implications
for reading instruction. مجلة کلیة التربیة (أسیوط), 35(11), 90-107.
Malmir, A., & Shoorcheh, S. (2012). An investigation of the impact of teaching critical thinking on the Iranian EFL learners' speaking skill. Journal of Language Teaching and Research, 3(4), 608-617.
Mathes, P. G., Denton, C. A., Fletcher, J. M., Anthony, J. L., Francis, D. J., & Schatschneider, C. (2005). The effects of theoretically different instruction and student characteristics on the skills of struggling readers. Reading Research Quarterly, 40(2), 148-182.
Matsuo, M., & Matsuo, T. (2017). The effect of diagnostic and interactive uses of management control systems and managerial coaching on reflection in teams. Journal of Accounting & Organizational Change,13(3), 410-424.
Matsumura, L. C., Garnier, H. E., & Spybrook, J. (2013). Literacy coaching to improve student reading achievement: A multi-level mediation model. Learning and Instruction, 25, 35-48.
Mehdizadeh, S., Nojabaee, S., & Asgari, M. H. (2013). The effect of cooperative learning on math anxiety, help seeking behavior. Journal of Basic and Applied Science Research, 3, 1185-1190.
Mezirow, J. (1990). Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning. Jossey-Bass.
Mirhassani, A., Akbari, R., & Dehghan, M. (2007). The relationship between Iranian EFL learners’ goal-oriented and self-regulated learning and their language proficiency. Journal of Teaching English Language and Literature Society of Iran, 1(2), 117-132.
Motallebzadeh, K. (2009). The relationship between the choice of reading strategies and performance on task-based language tests. Journal of English Language Studies (JELS), 1(1), 45-62.
Mullen, C.A. (2011). Facilitating self-regulatory learning using mentoring approaches with doctoral students. In B.J. Zimmerman & D.H. Schunk (Eds.), Handbook of self-regulation of learning and performance (137-152). Routledge.
Nahl, D. (1996). Affective monitoring of Internet learners: Perceived self-efficacy and success. Journal of the American Society for Information Science, 33, 100-109.
Nash-Ditzel, S. (2010). Metacognitive reading strategies can improve self-regulation. Journal of College Reading and Learning, 40(2), 45-63.
Nezakatgoo, B. (2011). The effects of portfolio assessment on writing of EFL students. English Language Teaching, 4(2), 231-241.
Newman, L. M. (2007). The effects of explicit instruction of expository text structure incorporating graphic organizers on the comprehension of third-grade students [Unpublished doctoral dissertation]. Eastern Washington University.
Nourdad, N., Masoudi, S., & Rahimali, P. (2018). The effect of higher order thinking skill instruction on EFL reading ability. International Journal of Applied Linguistics and English Literature, 7(3), 231-237.
Nunes, A. (2004). Portfolios in the EFL classroom: Disclosing an informed practice. ELT Journal, 58(4), 327-335.
Ojo, G. M. (2015). Reflective reciprocal teaching strategy on student teachers’ academic achievement and attitude [Unpublished master’s thesis]. University of South Africa.
Osterman, K.P., & Kottkamp, R.B. (2004). Reflective practice for educators: Improving schooling through professional development. Corwin Press.
Ozturk, H., & Cecen, S. (2007). The effects of portfolio keeping on writing anxiety of EFL students. Journal of Language & Linguistic Studies, 3(2), 218–236.
Palincsar, A., & Brown, A. (1984). Reciprocal teaching of comprehension fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117-175.
Patrick, H., & Middleton, M. J. (2002). Turning the kaleidoscope: What we see when self-regulated learning is viewed with a qualitative lens. Educational Psychologists, 37(1), 27–39.
Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early adolescents’ perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99(1), 83–98.
Pressley, M. (1995). More about the development of self-regulation: Complex, long-term, and thoroughly social. Educational Psychologist, 30(4), 207–212.
Reynolds, M. (1998). Reflection and critical reflection in management learning. Management Learning, 29(2), 183-200.
Robinson, V. M. (2014). Single and double loop learning. Encyclopedia of Educational Theory and Philosophy, 754-756.
Rahimi, M., & Katal, M. (2013). The impact of metacognitive instruction on EFL learners’ listening comprehension and oral language proficiency. The Journal of Teaching Language Skills, 5, 69-90.
Rezaei, A. A., & Almasian, M. (2007). Creativity, language learning strategies and language proficiency. Pazhuhesh-e Zabanha-ye Khareji, 32, 65-76.
Reynolds, M. (2011). Reflective practice: Origins and interpretations. Action Learning: Research and Practice, 8(1), 5-13.
Reynolds, R., Arnone, M., & Marshall, T. (2009). Perceived competence and reading enjoyment as contributors to information skills and digital technology knowledge. Proceedings of the American Society for Information Science and Technology, 46(1), 1-26.
Royanto, L. R. (2012). The effect of an intervention program based on scaffolding to improve metacognitive strategies in reading: A study to year 3 elementary school students in Jakarta. Procedia- Social and Behavioral Sciences, 69, 1601-1609.
Runco, M. (2004). Creativity. Annual Review of Psychology, 55, 657-687.
Safari, P., & Rashidi, N. (2015). A critical look at the EFL education and the challenges faced by Iranian teachers in the educational system. International Journal of Progressive Education, 11(2), 14–28.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Schön, D.A. (1987). Educating the reflective practitioner. Jossey‐Bass
Schraw, G., Crippen. K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36, 111–139.
Schunk, D. H., & Ertmer, P. A. (2000). Self-regulation and academic learning: Self-efficacy enhancing interventions. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (631-649). Academic Press.
Schunk, D.H., & Zimmerman, B.J. (2007). Influencing children’s self-efficacy and self-regulation of reading and writing through modeling. Reading and Writing Quarterly, 23, 7-25.
Siegesmund, A. (2016). Increasing student metacognition and learning through classroom-based learning communities and self-assessment. Journal of Microbiology & Biology Education, 17(2), 204.
Smith, K., Gamlem, S.M., Sandal, A.K., & Engelsen, K.S. (2016). Educating for the future: A conceptual framework of responsive pedagogy. Cogent Education, 3(1), 1-12.
Soodmand Afshar, H. S., & Farahani, M. (2018). Inhibitors to EFL teachers’ reflective teaching and EFL learners' reflective thinking and the role of teaching experience and academic degree in reflection perception. Reflective Practice, 19(1), 46–67.
Steckler, A., McLeroy, K.R., Goodman, R.M., Bird, S.T., & McCormick, L. (1992). Toward integration qualitative and quantitative methods: An introduction. Health Educ. Quart. 19(1), 1–8
Steier, F. (1991). Reflexivity and methodology: An ecological constructionism. In F. Steier (Ed.), Research and reflexivity (163-185). Sage Publications.
Suwaed, H. (2018). EFL students’ perceptions of using portfolio assessments in the writing classroom: The case of Libyan undergraduate second year students. Journal of Studies in Education, 8(2), 144-156.
Tasnimi, M. (2013). Evaluating the predictive power of syntactic knowledge, vocabulary breadth, and metacognitive strategies in reading fluency and reading comprehension in self-regulated vs. non self-regulated readers [Unpublished doctoral dissertation]. Islamic Azad University, Science and Research Branch.
Tillema, H. H., & Smith, K. (2000). Learning from portfolios: Differential use of feedback in portfolio construction. Studies in Educational Evaluation, 26(1) 193 – 210.
Todd, R. B., & Tracey, C. H. (2006). Reciprocal teaching and comprehension: A single subject research study [Unpublished master’s thesis]. Kean University.
Tseng, W., Dornyei, Z., & Schmitt, N. (2006). A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied Linguistics, 27(1). 78-102.
Watkins, D., McInerney, D., Akande, A., & Lee, C. (2003). An investigation of ethnic differences in the motivation and strategies for learning of students in desegregated South African schools. Journal of Cross-Cultural Psychology, 34(2), 189-194.
Yilmaz, K. (2008). Democracy through learner-centered education: A Turkish perspective. International Review of Education, 55, 21–37.
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183.
Zohrabi, M., & Yousefi, M. (2016). The Relationship between reflective teaching, willingness to communicate (WTC), and intrinsic motivation of Iranian advanced learners. International Journal on Studies in English Language and Literature (IJSELL), 4(2), 12-28.
Zumbrunn, Sh., Tadlock, J., & Roberts, E. (2011). Encouraging self-regulated learning in the classroom: A review of the literature. Metropolitan Educational Research Center, 10, 1-28.