The Effects Of Reciprocal Teaching Strategy On Reading Comprehension, Motivation And Metacognition Among Iranian Efl University Learners

The Effects Of Reciprocal Teaching Strategy On Reading Comprehension, Motivation And Metacognition Among Iranian Efl University Learners

Tujuan kajian ini adalah untuk mengenal pasti kesan strategi pengajaran resiprokal ke atas kefahaman membaca, motivasi membaca dan strategi meta-kognitif membaca dalam kalangan pelajar EFL universiti di Iran. Penyelidik menggunakan kaedah kuantitatif dan kualitatif untuk mengkaji kesan strategi peng...

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Main Author: Ahmadi, Mohammad Reza
Format: Thesis
Language:English
Published: 2016
Subjects:
L7-991 Education (General)
Online Access:http://eprints.usm.my/32033/1/MOHAMMAD_REZA_AHMADI_24%28NN%29.pdf
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id my-usm-ep.32033
record_format uketd_dc
spelling my-usm-ep.320332019-04-12T05:25:19Z The Effects Of Reciprocal Teaching Strategy On Reading Comprehension, Motivation And Metacognition Among Iranian Efl University Learners 2016-06 Ahmadi, Mohammad Reza L7-991 Education (General) Tujuan kajian ini adalah untuk mengenal pasti kesan strategi pengajaran resiprokal ke atas kefahaman membaca, motivasi membaca dan strategi meta-kognitif membaca dalam kalangan pelajar EFL universiti di Iran. Penyelidik menggunakan kaedah kuantitatif dan kualitatif untuk mengkaji kesan strategi pengajaran resiprokal tersebut. Sampel kajian seramai 60 orang daripada dua buah universiti di Iran dipilih dan diagihkan secara bertujuan bagi dua kumpulan eksperimen dan kawalan. Kumpulan eksperimen menggunakan pengajaran resiprokal manakala kumpulan kawalan pula menggunakan kaedah pengajaran konvensional. Bahagian bacaan daripada buku berjudul Reading through Interaction Book, ujian kefahaman membaca, soal selidik motivasi membaca, soal selidik meta-kognitif membaca dan sesi temu bual digunakan untuk mengutip data. Kaedah kuantitatif secara tinjauan ini mengandungi ujian kefahaman membaca, soalan selidik bagi motivasi membaca, soalan strategi meta-kognitif membaca. The purpose of this study was to investigate the effects of reciprocal teaching strategy on reading comprehension, reading motivation and reading meta-cognition in reading comprehension among Iranian EFL learners at universities. The researcher used a mixed method to examine the effects of using reciprocal teaching strategy instruction. The participants were purposively selected and assigned into experimental and control groups. The experimental group was taught through reciprocal teaching while the control group was taught through conventional method of instruction. The reading sections of Reading through Interaction Book, reading comprehension test, reading motivation questionnaire, reading meta-cognition questionnaire and interviews were used to collect the data. 2016-06 Thesis http://eprints.usm.my/32033/ http://eprints.usm.my/32033/1/MOHAMMAD_REZA_AHMADI_24%28NN%29.pdf application/pdf en public phd doctoral Universiti Sains Malaysia Pusat Pengajian Ilmu Pendidikan (School of Educational Studies)
institution Universiti Sains Malaysia
collection USM Institutional Repository
language English
topic L7-991 Education (General)
spellingShingle L7-991 Education (General)
Ahmadi, Mohammad Reza
The Effects Of Reciprocal Teaching Strategy On Reading Comprehension, Motivation And Metacognition Among Iranian Efl University Learners
description Tujuan kajian ini adalah untuk mengenal pasti kesan strategi pengajaran resiprokal ke atas kefahaman membaca, motivasi membaca dan strategi meta-kognitif membaca dalam kalangan pelajar EFL universiti di Iran. Penyelidik menggunakan kaedah kuantitatif dan kualitatif untuk mengkaji kesan strategi pengajaran resiprokal tersebut. Sampel kajian seramai 60 orang daripada dua buah universiti di Iran dipilih dan diagihkan secara bertujuan bagi dua kumpulan eksperimen dan kawalan. Kumpulan eksperimen menggunakan pengajaran resiprokal manakala kumpulan kawalan pula menggunakan kaedah pengajaran konvensional. Bahagian bacaan daripada buku berjudul Reading through Interaction Book, ujian kefahaman membaca, soal selidik motivasi membaca, soal selidik meta-kognitif membaca dan sesi temu bual digunakan untuk mengutip data. Kaedah kuantitatif secara tinjauan ini mengandungi ujian kefahaman membaca, soalan selidik bagi motivasi membaca, soalan strategi meta-kognitif membaca. The purpose of this study was to investigate the effects of reciprocal teaching strategy on reading comprehension, reading motivation and reading meta-cognition in reading comprehension among Iranian EFL learners at universities. The researcher used a mixed method to examine the effects of using reciprocal teaching strategy instruction. The participants were purposively selected and assigned into experimental and control groups. The experimental group was taught through reciprocal teaching while the control group was taught through conventional method of instruction. The reading sections of Reading through Interaction Book, reading comprehension test, reading motivation questionnaire, reading meta-cognition questionnaire and interviews were used to collect the data.
format Thesis
qualification_name Doctor of Philosophy (PhD.)
qualification_level Doctorate
author Ahmadi, Mohammad Reza
author_facet Ahmadi, Mohammad Reza
author_sort Ahmadi, Mohammad Reza
title The Effects Of Reciprocal Teaching Strategy On Reading Comprehension, Motivation And Metacognition Among Iranian Efl University Learners
title_short The Effects Of Reciprocal Teaching Strategy On Reading Comprehension, Motivation And Metacognition Among Iranian Efl University Learners
title_full The Effects Of Reciprocal Teaching Strategy On Reading Comprehension, Motivation And Metacognition Among Iranian Efl University Learners
title_fullStr The Effects Of Reciprocal Teaching Strategy On Reading Comprehension, Motivation And Metacognition Among Iranian Efl University Learners
title_full_unstemmed The Effects Of Reciprocal Teaching Strategy On Reading Comprehension, Motivation And Metacognition Among Iranian Efl University Learners
title_sort effects of reciprocal teaching strategy on reading comprehension, motivation and metacognition among iranian efl university learners
granting_institution Universiti Sains Malaysia
granting_department Pusat Pengajian Ilmu Pendidikan (School of Educational Studies)
publishDate 2016
url http://eprints.usm.my/32033/1/MOHAMMAD_REZA_AHMADI_24%28NN%29.pdf
_version_ 1747820518380142592

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