Teachers’ Attitudes Towards Reciprocal Teaching Strategies for Improving High School Students’ Reading Skills
Alia Abdullah Mawlood
College of Education, Salahaddin University
Nada Jabbar Abbas
College of Education, Salahaddin University
DOI: https://doi.org/10.25130/jls.5.4.2.10
Keywords: reciprocal teaching strategies, collaboration, reading comprehension, teacher, strategies
Abstract
The following study focuses on surveying teachers’ attitudes towards the four reciprocal teaching strategies (RTSs) which include; prediction, clarifying, questioning, and summarization in EFL high school classes by English Language teachers in Erbil city. Achieving this objective, the researcher needs to understand the difficulties that both teachers and students face in understanding the contents of reading texts. The present study attempts to evaluate high school teachers’ attitudes (negative or positive) towards the four RTS teaching strategies, and to detect the extent to which they apply such strategies in their teaching sessions. This is mandatory since reading comprehension is very essential skill for high school students who will move to the post-secondary (university) stage that needs more effort for learning the language and overcoming reading obstacles. A quantitative method has been used for the sake of achieving the aims of the study, thus a teachers questionnaire was distributed on One hundred EFL high school teachers were which represent the sample of the study .in addition , an observation checklist was used to observe twenty-five EFL teachers to find out the way they are using the four strategies of RTSs. The teachers were randomly selected in public high schools in Erbil Directorate of Education. The data of the current study were analyzed by using SPSS version (22). The findings of this current study for both tools reveal the real attitudes of secondary school teachers of English, and the extent to which they deal with the four reciprocal strategies while teaching reading. Finally, for helping teachers and students to be familiarized with the four reciprocal teaching strategies, a number of useful recommendations are suggested. Also, a number of suggestions for further studies are presented.
