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The Impact of RTM on EFL Students’ Reading Comprehension
(دار جامعة الملك سعود للنشر, 15/4/1434) Majed Alharbi
Abstract. The purpose of this study was to examine the impact of using the Reciprocal Teaching Model (RTM) on EFL Saudi students in the Preparatory Year at Al-Imam Mohammad Ibn Saud Islamic University (IMISU) during the academic year 2011-2012. 186 participants took part in this study and were divided into two groups, an experimental group that was exposed to RTM and a control group taught using traditional methods. Pre-test and post-test scores were analyzed to assess the effects of using RTM on the development of the students’ reading comprehension skills. The results indicated that the experimental group with which the RTM system was used had significantly better reading comprehension post-test scores than the control group. The use of the traditional method appeared to have no effect on the development of reading comprehension in the control group, as the results revealed no significant differences between the pre-test and the post-test scores for this group. Comparisons of scores for male and female students indicated that RTM had a positive effect for both groups of students. Male students’ scores were higher than the scores attained by the female students but the difference was due to lower initial performance as indicated by pre-test scores rather than a gender difference in the effects of the RTM.