Although different teaching strategies and specifically reciprocal teaching are implemented under the supervision of Ministry of Education but lack of studies in Saudi context and in the field of applied linguistics.
This study aims to investigate the effectiveness of teaching strategies on improving reading comprehension for EFL learners in public schools in Jeddah
The following research question provided the specific focus of the study:
1. What is the effect of teaching strategies on reading comprehension for EFL learners?
1. Literature review
The reciprocal teaching method is one of the helpful strategies for learners to become independent readers and be able to employ metacognitive reading strategies.
“The readers know when and how to use these strategies and adapt them to suit their reading purposes.”
1.2.Teaching strategies and second language reading
How second language learners approach reading (Huang, Chern & Lin, 2009).
Effects of teaching strategies on reading comprehension for second language learners (Gilakjani & Sabouri, 2016).
The study will involve 120 tenth-grade EFL female learners enrolled in 4 sections in 2 public schools. Additionally, four English language female teachers will participate in the experiment. The schools will be located in two different areas in Jeddah. One school will be under the supervision of the Northern Educational Office in Jeddah and the second one will be under the supervision of the Middle Educational Office in Jeddah. Choosing two schools from two different areas can be helpful in achieving external validity. In each school, a section will be considered as the control group and the second section will be considered as the experimental group. According to the schools’ administrations, the students are allocated to their classes according to their overall performance. The students in each class range from high achievers to low achievers. Prior to the experiment, a proficiency test will be administered to measure the students’ English proficiency in order to help to ensure a representation of high, medium and low scores in the reading comprehension tests.
2.2. Research Method
The study will follow a quantitative approach. A quasi-experiment will be conducted with a pretest, posttest control-group design. With regards to the instruments will be used in the experiment, two reading comprehension tests will be employed as the pre-
test and post-test. The reading comprehension tests will consist of two reading passages. Each passage will be followed by 8 multiple-choice items and 8 true-false items.
In each school, the teacher who will teach the experimental group will be trained on the implementation of reciprocal teaching in the classroom prior to the experiment by attending a workshop. This study will be conducted in the schools during English language classes for 10 sessions and a duration of 5 weeks. The four teachers will base their lesson plans for both the experimental groups and the control groups on the same reading passages and exercises. On the other hand, the teachers in the experimental groups will plan their lessons following reciprocal teaching approach. Contrariwise, the teachers in control groups will plan their lessons in the traditional way where teachers focus on finding the main ideas of the paragraphs, explaining the grammar and looking for the details and facts of a passage.
At the end of the treatment a posttest will be administered.
2.4. Method of analysis:
In order to analyze the effects of teaching strategies on reading comprehension achievement of the learners, the scores of the posttest will be analyzed.
Mean, Standard deviation and difference of means will be computed for each group. Independent samples t-test will be applied to measure the significance of the difference between the means of the two groups.