Effectiveness of the reflection-based reciprocal teaching approach for reading comprehension achievement in upper secondary school in Myanmar
Bibliographic Data
| ID | 21755697 |
|---|---|
| Authors | Tun Zaw Oo (0000-0002-7456-3709, University of Szeged), Andrea Magyar (0000-0002-0759-3158, University of Szeged), Anita Habók (0000-0003-0904-8206, University of Szeged, corresponding author) |
| Year | 2021 |
| Volume | 22 |
| Issue | 4 |
| Pages | 675-698 |
| Publication date | 2021-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Asia Pacific Education Review (JOURNAL) |
| Journal identifiers | ISSN: 1598-1037 • E-ISSN: 1876-407X |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s12564-021-09707-8 |
| OpenAlex | W3184729210 |
| Language | EN |
| Citations received | 4 |
| References cited | 46 |
This 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
Comprehension · Linguistics · Mathematics education · Pedagogy · Reading comprehension · Reciprocal · Reciprocal teaching · Teaching method · Computer Science · Educational Practices and Challenges · Psychology · Reflective Practices in Education · Technology-Enhanced Education Studies
Teacher readiness for reciprocal teaching in Vietnamese primary schools
Qualifying Method-Centered Teaching Approaches through the Reflective Teaching Model for Reading Comprehension
Predictive factors for reading comprehension ability in indigenous high school students instructed through various teaching methods
Examining Classroom Strategies
Reflective Teaching in Second Language Classrooms
Validity and Reliability of the Research Instrument; How to Test the Validation of a Questionnaire/Survey in a Research
Transformative Learning as Discourse
Is the CVI an acceptable indicator of content validity? Appraisal and recommendations
Contemporary Paradigms of Learning
The content validity index
Content Validity Using a Mixed Methods Approach
Objectifying content validity
Recovery of the Education System in Myanmar
| Unique citing works | 4 |
|---|---|
| Citations per year | 1,33 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |