Exploring Teachers' Perspectives on the Use of Reciprocal Teaching in Reading Comprehension

Abstract

Scholars, educators and politicians have been interested in English language education for long. Though there’s a rising significance of English as a global language, there still needs to be agreement on the most effective techniques for teaching English language skills, especially English as a second language. Understanding the opinions and attitudes of English instructors towards language instruction could definitely assist in shaping educational practices and initiatives. This research sought to evaluate English instructors’ perspectives on English language education using the reciprocal teaching strategy. Reciprocal teaching is a cooperative learning strategy that aims to improve students' reading comprehension skills, with four components: predicting, clarifying, questioning, and summarizing. English language learning as a second language has become of a wide interest all over the world. As reading comprehension represents one of the key stones of English language learning, the problems of students in the secondary stages in Egypt need to be resolved as a way to facilitate their English language learning. This study is one of the efforts to enhance such students; reading comprehension. It is a descriptive quantitative case study. A teacher questionnaire was used for collecting qualitative data. After preparing, validating and administering the study tool, a questionnaire, to teachers who teach in the experimental language secondary schools, results were in favor of using reciprocal teaching for enhancing these students’ reading comprehension.