Abstract:

The present study was conducted to investigate the effect of reciprocal teaching on reading comprehension of intermediate female EFL learners. To fulfill the purpose of the study, 57 intermediate EFL learners of Jame-Jahan-Gostar language school in Qom were chosen by means of administering a piloted language proficiency test (PET). These learners were divided into two groups of experimental and control group randomly. To make sure that the groups are homogenous, the researcher conducted an independent sample t-test between the total scores of these learners. Since the results displayed that these groups are homogenous, the researcher started her study. Based on language school low facilities, the researcher divided each group into two classes. In other words, the researcher had two classes of 14 subjects in experimental group and two classes of 14 and 15 subjects in control group. Two homogeneous groups, one as the experimental group and the other as the control group, worked on reading skill for 12 sessions. Notably, the researcher employed reciprocal teaching in experimental group and the control group did not receive any intervention. At the end of the term the two groups were post tested with a piloted reading comprehension test including 50 multiple choice items. The analysis of the data was done through t-test. Finally, it was concluded that reciprocal teaching can improve reading comprehension of EFL learners.

Keywords:

Reciprocal teaching, reading, T test.