Using Reciprocal Teaching Strategies to Improve English Reading Comprehension Ability of the First Year Vocational Certificate Students at That Phanom College
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Abstract
The objectives of this research were: 1) to study and compare students’ English reading comprehension ability before and after studying English reading comprehension using reciprocal teaching strategies; and 2) to investigate the students’ attitudes towards teaching English reading comprehension using reciprocal teaching strategies. The sample consisted of 27 first-year vocational certificate students in the first semester of the academic year 2024 at That Phanom College, Nakhon Phanom University. The instruments used were: 1) lesson plans for teaching English reading comprehension using reciprocal teaching strategies; 2) an English reading comprehension ability test; and 3) an attitude questionnaire toward teaching English reading comprehension using reciprocal teaching strategies. The findings revealed that: 1) the students' pretest and posttest mean score in English reading comprehension ability were 12.15, or 30.37 percent and 29.33, or 73.33 percent, illustrating that the students’ posttest mean score was higher than the set criterion of 70 percent, and that the students' English reading comprehension ability was significantly higher than their pretest scores; and 2) the mean score of attitude toward reciprocal teaching strategies was at a very positive level (4.53).
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