Investigating the Effect of Reciprocal Teaching on Summarizing among Moroccan College Students

Abstract

The current quasi-experimental study examines the differential effect of Reciprocal Teaching (RT) on summarizing among Moroccan EFL university students. Sixty participants who took part in this study were tested prior to instruction (pre-test) and immediately after the training (post-test). The experimental group were trained using RT, whereas the control group did not receive any specific treatment. The training lasted three weeks, in which participants were requested to provide a precis of the three articles covered in training based on five macro-rules, including deletion of trivia, deletion of redundancy, superordination, selection or invention of a topic sentence (see Brown & Day, 1983). The results showed that all participants performed the same in the pre-test, but the experimental group scored higher than the comparison group in the immediate post-test.