چكيده
The study aimed to find out the potential effect of strategies involved in reciprocal teaching (independent variable) on the students’ reading comprehension (dependent variable), so the experimental research method is appropriate for the current study. To make sure that the students were at the same level of proficiency in English and to homogenize them, the Oxford Placement Test was administered. Participants were non-randomly assigned in to four groups each group consists of twenty five participants. The participants were informed of the purpose of the study to remove any possible source of anxiety. The subjects in the experimental group and the control group were administered the Pretest (NELSON reading comprehension). The Pretest was used as a means to test the participants‟ initial reading comprehension before the treatment. Then each of the three experimental groups, who had been taught the reciprocal teaching strategies (summarizing, predicting and clarifying), and one control group were received their treatment during eight sessions. After eight sessions the researcher-made reading comprehension test as a post-test, which had been prepared and piloted including thirty multiple-choice items was given to the four groups of students. Then the participants received the piloted version of the researcher-made reading comprehension posttest. The data collected through this study was analysed using one-way analysis of variance (one-way ANOVA). It also proved that the strategies involved in reciprocal teaching were effective on EFL learners’ reading comprehension, but their effect was not the same and, among them, summarizing was more effective on students reading comprehension. Ultimately, it can be stated that the finding of the research can be employed by EFL teachers, English learners, syllabus designers, and educational systems.
