Ahmad Fawzy Muhammad Said: The Effects of Using Reciprocal Teaching on Developing EFL Secondary School Second Graders' Oral Proficiency.

2021 ◽  
Vol 3 (17) ◽  
pp. 385-407
Keyword(s):  
Secondary School ◽  
Oral Proficiency ◽  
Second Graders ◽  
Reciprocal Teaching

scholarly journals Effectiveness of the reflection-based reciprocal teaching approach for reading comprehension achievement in upper secondary school in Myanmar

2021 ◽  
Author(s):  
Tun Zaw Oo ◽  
Andrea Magyar ◽  
Anita Habók
Keyword(s):  
Reading Comprehension ◽  
Secondary School ◽  
Classroom Environment ◽  
Teaching Method ◽  
Reciprocal Teaching ◽  
Control Group ◽  
Upper Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Experimental Group

AbstractThis study investigates the effectiveness of the reflection-based reciprocal teaching (RBRT) approach for Myanmar upper secondary school students’ reading comprehension in English. In the RBRT approach, the main frame is based on the reflective teaching model for reading comprehension (Oo and Habók in Int Electron J Elementary Educ 13(1):127–138, 2020), in which the reciprocal teaching method (involving questioning, clarifying, summarizing, and predicting) was applied. This study used cluster randomized trials. Two groups participated in the research: the experimental group, who were taught with the RBRT approach, and the control group, who were taught with traditional methods. Results showed that the RBRT approach has a strong effect on students’ English reading comprehension achievement. The experimental group increased its achievement on the posttest significantly, and the students’ results showed high effect size. It was also found that teachers’ reflection on the instructional context had a considerable impact on raising students’ reading comprehension achievement. The RBRT approach can be successfully applied in the classroom environment to develop students’ reading comprehension in English in Myanmar.

Language dominance in Turkish-German bilinguals: methodological aspects of measurements in structurally different languages

2011 ◽  
Vol 15 (2) ◽  
pp. 215-236 ◽  
Author(s):  
Michael H. Daller ◽  
Cemal Yıldız ◽  
Nivja H. de Jong ◽  
Seda Kan ◽  
Ragıp Başbaĝi
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Methodological Problem ◽  
Oral Proficiency ◽  
Control Group ◽  
School Students ◽  
Language Dominance ◽  
School Career ◽  
Methodological Aspects ◽  
Turkish German

The purpose of this study is to establish measures of language dominance in bilinguals who speak structurally different languages, in our case German and Turkish, with tools that are based on fluency and oral proficiency. A ‘balanced’ bilingual with equal proficiency in two (or more) languages is hardly ever found (e.g. Grosjean, 1982; Olsson, & Sullivan, 2005) but the identification of the dominant language is a huge methodological problem, especially in studies of structurally different languages (see Daller, van Hout, & Treffers-Daller, 2003). The participants in the present study are a group of Turkish—German bilinguals who grew up in Germany and returned to Turkey during their school career, the so-called ‘returnees’ (n = 60), and a group of Turkish secondary school students who grew up in Turkey and learned German as an L2, the so-called control group (n = 55). We firstly establish the language dominance of the two groups with a C-test. We then use oral picture descriptions in both languages to measure a variety of fluency measures, both manually and using scripts written in ‘Praat’ (Boersma & Weenink, 2007). On the basis of these scores, we are able to develop measures of fluency that correlate highly with the C-test scores and have a highly predictive value in a logistic regression in the prediction of group membership (returnee or member of the control group). We conclude that this corroborates the validity of the measures. Overall we conclude that it is possible to develop measures of language dominance based on fluency and overall oral proficiency.

scholarly journals Oral proficiency in second and third foreign languages in the Danish education system

2019 ◽  
Vol 13 (1) ◽  
pp. 49-67 ◽  
Author(s):  
Susana Fernández ◽  
Hanne Andersen
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Education System ◽  
International Research ◽  
Oral Proficiency ◽  
Learning Objectives ◽  
Foreign Languages ◽  
Educational Levels ◽  
Similarities And Differences ◽  
Pedagogical Approaches

In this paper, we analyze how oral proficiency is understood in the Danish education system in the three biggest second/third foreign languages taught in the country: French, Spanish and German. We adopt a comparative perspective and analyze how orality is addressed in these language subjects at primary school, secondary school and university levels. We compare the three languages to find similarities and differences, focusing on learning objectives, pedagogical approaches and examination forms, presented in the official curricula for each of the three educational levels. We relate the Danish stance on oral proficiency to current international research in the field and to European tendencies.

The Effectiveness of Reciprocal Teaching Method Embedding Critical Thinking Towards MIA Second Graders’ Reading Comprehension of MAN 1 Kendari

2019 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Andi Ayu Lestari
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Test Scores ◽  
Teaching Method ◽  
Teaching Strategy ◽  
Second Graders ◽  
Reciprocal Teaching ◽  
Comprehension Test ◽  
Qualitative Approaches ◽  
Post Test

This research is aimed to investigate the effectiveness of reciprocal teaching strategy embedding critical thinking for students’ reading comprehension at the second grade of MIA at MAN 1 Kendari. Quantitative and qualitative approaches were employed to investigate the effectiveness of the method, as well as students’ perception. The study was guided by two research questions: (a) does reciprocal teaching method embedding critical thinking (RTT+) affect MIA second graders’ reading comprehension; (b) how do students perceive RTT+? Ninety-seven students participated in the present study.    The instruments   of   the   study   were   reading   comprehension   test   and questionnaires. Reading comprehension test was administered on two different occasions; before and after treatment, whereas questionnaires were administered prior to the end of the study. Paired sample t-test was employed to examine possible differences in students’ pre- and post- test  scores. The  results  show  significant  improvement  in  students’  post-test  scores. Implications of the study will be critically discussed in this paper. Key words: Reciprocal Teaching Method, Critical Thinking, RTT+, Reading Comprehension.

scholarly journals Discovering Learning Strategy to Increase Metacognitive Knowledge in Biology Learning in Secondary School

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Y. Herlanti ◽  
Y. Mardiati ◽  
R. Wahyuningtias ◽  
E. Mahardini ◽  
M. Iqbal ◽  
...  
Keyword(s):  
Secondary School ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
Metacognitive Knowledge ◽  
Reciprocal Teaching ◽  
Mind Mapping ◽  
Effective Learning ◽  
Mapping Strategy ◽  
Practice Problem ◽  
Biology Learning

<p>The study is aimed at finding an effective learning strategy that can increase metacognitive knowledge. Metacognitive knowledge is a standard that based on 2016-revised edition of 2013 curriculum needs to be achieved by every graduate in all level of education in Indonesia. The study is conducted in three different schools and engages 207 students, which then divided into six groups. The groups are students who study under mind mapping strategy, concept mapping, reciprocal teaching using summary notes, reciprocal teaching using mind mapping, problem-based learning, and investigation group. The results showed that those studying under problem-based learning strategy spent a significantly higher numbers in metacognitive knowledge in biology learning and followed by students who study under reciprocal teaching using mind mapping. According to the finding, it is expected that teachers of Biology will practice problem-based learning strategy in their classroom in order to increase the Metacognitive knowledge.</p>

Sign in / Sign up

Export Citation Format

Share Document