Arab World English Journal (AWEJ) Volume 11. Number1 March 2020                                            Pp.432- 443

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 The Influence of Implementing Reciprocal Teaching in L2 Classes on Female Students’
Perception of their Reading Skills and Motivation to Read


Maysa Mohammad Sadiq Qutob
English Language Institute, King Abdulaziz University, Jeddah, KSA
Albayan Model School for Girls, Jeddah, KSA




This study aimed to investigate the effectiveness of reciprocal teaching (RT) in improving high school female students’ attitudes toward reading in a second language as the results might shed light on effective teaching practices in the L2 classrooms. To this end, a self-report questionnaire was developed and validated by the researcher. A quasi-experimental design was used, whereby the study sample was divided into two groups, experimental and control. The experimental group was taught reading in English classes by means of RT strategies, whereas the matched control group was taught reading by means of traditional instructive techniques. Both groups completed the self-report questionnaire on reading skills and motivation during term time, ensuring that the participants in the experimental group completed the questionnaire within ten weeks of the intervention. The findings show significant correlations between RT strategies and both reading comprehension and motivation to read, and are also effective in improving students’ perception of their reading skills and motivation to read. Accordingly, the study recommends other researchers to investigate the effect of RT on students’ performance and considering implementing RT with the use of technology in English as a foreign language (EFL) classrooms.
Keywordsclarifying, EFL, motivation, reading comprehension, predicting, questioning, reciprocal teaching, students’ perception, summarizing, teaching methodology, teaching strategies

Cite as:  Qutob, M. M. S. (2020). The Influence of Implementing Reciprocal Teaching in L2 Classes on Female Students’ Perception of their Reading Skills and Motivation to Read. Arab World English Journal, 11 (1) 432- 443.


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Maysa has an MA in TESOL form the English Language Institute in King Abdulaziz University,
Jeddah, KSA. She has 24 years of experience in the field of education as she has worked as an
English teacher for all grades and an English supervisor for high school at Albayan Model School,
Jeddah. She is also the program coordinator for the gifted students and the academic accreditation
coordinator for the diploma students at the same school. She is a certified internal audit from
Mohammad Bin Rashid College, Dubai, AEU. She looks forward to working on more research
that adds value to English teaching.