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標題: Effects of Reciprocal Teaching Approaches on Facilitating EFL 9th Graders' PISA Reading
作者: 許峰銘
Feng-Ming Hsu
Teng-Lung Peng
關鍵字: Reciprocal Teaching (RT) strategies;PCQS;PISA reading literacy achievement;相互教學法(RT);閱讀素養成就;國際學生能力評量計畫(PISA)-擷取與檢索;統整與解釋;省思與評鑑
Project: 教育科學期刊, Volume 14, Issue 4, Page(s) 83-122.
Reading literacy is viewed as a fundamental skill in a rapidly changing world. This study aims to examine the effects of Reciprocal Teaching (RT) approaches on facilitating EFL 9^(th) graders' PISA reading literacy achievement. Sixteen EFL 9^(th) graders in a private language school participated in this study for an 11-week instruction of RT in 2015, which mainly involved four steps of instruction: prediction, clarification, question, and summary (PCQS). The class was divided into two groups: the experimental group with RT instruction, and the control group with teacher-directed instruction. Data collection included: (1) quantitative data of paired samples t-test of pretest and posttest to explore the influences of the PCQS metacognitive steps of RT on enhancing experimental group students' achievement based on three categories of the reading levels of the Programme for International Student Assessment (PISA)-assessing and retrieving, integrating and interpreting, reflecting and evaluating, (2) quantitative data of group statistics of paired samples t-test to compare the mean scores of two groups, (3) qualitative data of interviews of six questions about students' reactions of and feedback on four steps of RT instruction, and (4) Reading Literacy Survey for an amount of 100 9^(th) graders to have a broader understanding of students' learning engagement in reading. The research findings included: (a) the paired samples t-test indicated the RT intervention contributed to participants' significant progress in the whole reading proficiency levels of PISA, while teacher-directed instruction led to participants' progress in levels of Assessing and Retrieving only; (b) group statistics of paired samples t-test demonstrated that the students of the experimental group made more significant progress in the reading proficiency levels of PISA than the counterparts of the control group; (c) the interview data revealed that participants hold positive attitude toward RT instruction because of better interactive atmosphere and scaffolded metacognitive steps, and (d) the findings of the survey were offered to teachers for them to reflect on their approaches to reading instruction, and some perspectives on students' learning engagement in English reading were provided, too. Finally, the researchers made some recommendations for future studies in relation to reading instruction.

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