Effects of Reciprocal Teaching Strategy on EFL Students’ Reading Comprehension and Self-Efficacy: Grade 9 in Focus

Abstract

The purpose of this study was to investigate effects of reciprocal teaching strategy on EFL students’ reading comprehension and self-efficacy. The research employed quasi-experimental research design. In the study, Shinta Secondary School was chosen using simple random sampling technique, and grade 9 was chosen purposively. From this grade level, two sections (one experimental and the other control groups) were selected through simple random sampling technique. To collect data, reading comprehension tests and self-efficacy questionnaire were employed. The data were analyzed quantitatively using independent samples t test (mean, standard deviation, t-value and p-value). The study uncovered that there was a significant difference in reading comprehension between the experimental and control groups in favor of the experimental one. The study also showed that the low and the high-performing students in the experimental group outperformed those of the control group in reading comprehension. In addition, there was a significant difference in reading self-efficacy scores between the experimental and control groups favoring the experimental one. Accordingly, the study concluded that reciprocal teaching strategy enhanced students’ reading comprehension and selfefficacy beliefs. Based on the results and conclusion, it is suggested that EFL teachers and students should implement reciprocal teaching strategy in reading classes.