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VNU Journal of Science: Education Research, Vol. 37, No. 4 (2021) 81-89
81
Original Article
Fourth Graders’ Perceptions of the Use of Reciprocal
Teaching Model in English Reading Comprehension
Duong My Tham1,*, Nguyen Thi Thu Sang2
1Ho Chi Minh City University of Economics and Finance,
141-145 Dien Bien Phu, Ward 15, Binh Thanh, Ho Chi Minh City, Vietnam
2VStar School, 650/15Q Nguyen Huu Tho, Him Lam, District 7, Ho Chi Minh City, Vietnam
Received 25 January 2021
Revised 18 May 2021; Accepted 13 June 2021
Abstract: Developing reading skills plays one of the vital roles in teaching EFL learners,
especially young learners; however, not all teaching models and approaches can be properly
employed in teaching young learners. The mixed-methods study endeavours to explore fourth
graders’ perceptions of the use of the reciprocal teaching model (RTM) in learning English reading
comprehension at a Ho Chi Minh City-based international school. A cohort of fifty students were
involved in answering the questionnaire, and fifteen of them participated in semi-structured
interviews. The quantitative data from the questionnaire were processed by SPSS in terms of
descriptive statistics, and the qualitative data from interviews were analysed using the content
analysis approach. The findings showed that participants believed that the use of RTM impacted
positively their English reading comprehension. They could foster the use of reading strategies and
improve their vocabulary and reading comprehension ability. Such preliminary findings can help
to further research to confirm the effectiveness of RTM in teaching reading comprehension to EFL
learners in general and young learners in specific.
Keywords: English, reading comprehension, reciprocal teaching model (RTM), young learners.
1. Introduction *
Scholars [1-3] have asserted that reading
plays a vital role in language acquisition (both
first and second language) in general and
foreign language learning in specific. Anderson
(2003) [1] highlights that reading is “an
essential skill which is the most important skill
_______
* Corresponding author.
E-mail address: thamdm@uef.edu.vn
https://doi.org/10.25073/2588-1159/vnuer.4537
to master for most of the learners of English in
order to ensure success in learning” (pp. 2). It is
observed that learners can make use of reading
to gain knowledge of the world. Learners can
acquire knowledge of vocabulary, grammar and
ideas by reading different sources. In the same
line, Tarchi (2010) [3] states that reading is not
simply a process of decoding or spelling words,
but readers interact with texts by interpreting
the information with their prior knowledge
and experience.
D. M. Tham, N. T. T. Sang / VNU Journal of Science: Education Research, Vol. 37, No. 4 (2021) 81-89
82
In Vietnam, English is one of the
compulsory foreign language subjects taught at
different levels. Tran and Duong (2015) [4]
mention that “English language teaching (ELT)
in many Vietnamese classroom contexts is
found to focus mainly on the development of
reading comprehension, vocabulary and
grammar for the purposes of passing the final
exams” (pp. 15). However, although students’
reading comprehension is strongly emphasised
in English language classes, their English
reading results are still satisfactory [5]. It is
noticed that the reading strategies are not
explicitly provided in English language classes,
and students are not fully aware of employing
reading strategies [6, 7].
To improve students’ English reading
comprehension, many studies have been done
to seek effective ways, strategies and models
for teaching reading comprehension. Many
scholars [8-10] have confirmed Reciprocal
Teaching Model (RTM) as an effective model
to improve students’ reading comprehension.
Although RTM has been employed to teach
reading comprehension at different ESL/EFL
contexts, this model seems to be relatively new
to young learners in the Vietnamese context.
The current study, therefore, attempts to explore
4th graders’ perceptions of use of RTM in
learning English reading comprehension in the
context of a bilingual school in Ho Chi Minh City.
2. Literature Review
Reciprocal teaching is variously defined.
Rosenshine and Meister (1994) [11] define that
reciprocal teaching is an instructional technique
that directly leads students to make meaning
from the text through applying meta-cognitive
thinking. Hacker and Tenent (2002) [12]
declare that “Reciprocal Teaching is an
instructional method in which small groups of
students learn to improve their reading
comprehension through scaffold instruction of
comprehension-monitoring strategies” (pp. 669).
Likewise, Carter (2007) [13] state that
“Reciprocal Teaching is characterised as a
dialogue that takes place between the teacher
and students or student leader and members of
the group that result in students’ learning how
to construct meaning when they are placed in
must-read situations (tests or assignment)”
(pp. 66). Within the scope of this study, RTM
can be understood as a co-operative learning
which facilitates learners’ reading
comprehension through exchanging meaning of
the text among their peers in groups.
RTM consists of four activities, namely
predicting, questioning, clarifying, and
summarizing which engage the learners to the
reading [14]. Predicting is to activate learners’
prior knowledge and link it to the new content
and the organisation of the text to predict the
author’s messages [15]. Learners can use
images or clues to predict what they are going
to read [16]. Questioning is to help readers to
create questions of the main ideas of the text
[17]. This activity can help readers to know
how well they understand the text [16, 17].
Clarifying is to identify and clarify the difficult,
unclear aspects of the text (e.g., unfamiliar
words, sentences etc.). In this process, students
can look for a teacher's explanation or use a
dictionary to solve such problems [15, 17].
Summarizing is to let readers retell the main
points from the reading then organise them in
an appropriate order. The readers have to
summarise the text and use the new words [15].
In other words, they can rewrite the author's
text with their own words briefly.
Prior studies [15, 18-21] have been
conducted to investigate the use of RTM.
Internationally, Todd and Tracey (2005) [19]
examined the effects of reciprocal teaching on
four students’ vocabulary acquisition and
reading comprehension. Two interventions
(reciprocal teaching and guided reading) were
employed in a six-week period. The result
showed that three participants’ vocabulary
acquisition and reading comprehension were
improved, but one participant did not progress
after the treatment. Pilten (2016) [20]
conducted a mixed methods study to examine
the effects of reciprocal teaching in
comprehension expository text. Fifty-four
students of a primary school in the Konya
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83
province participated in the study which
employed pre-test and post-test to get data. The
findings revealed that the experiment group’s
reading comprehension skills were better than
the control group’s. In the context of Vietnam,
Dao (2001) [18] carried out an experimental
study to find out the effectiveness of reciprocal
teaching procedure among at-risk Vietnamese-
American students. The cohort of 50 fourth,
fifth and sixth grade students was divided into
experimental and control groups. The findings
indicated that the experimental group could
gain higher results in reading comprehension
than the control group. Pham (2016) [21] did a
qualitative study on the use of reciprocal
teaching for developing reading comprehension
of Vietnamese EFL university students. There
were 20 first-year students taking part in a
5-week study. The results unraveled that
participants improved their reading
comprehension ability, and they had positive
attitudes towards reading. It is noticed that
different research on reciprocal teaching has
been conducted, but the research on this topic in
the Vietnamese context is still limited. Therefore,
the present study seeks to investigate fourth
graders’ perceptions of the use of RTM in
learning English reading comprehension at a Ho
Chi Minh City-based bilingual school, Vietnam.
3. Research Methodology
3.1. Research Context and Participants
This mixed methods study was conducted at
a Ho Chi Minh City-based bilingual school
which offers courses in Vietnamese and English
to three levels from elementary school to high
school. For the Vietnamese courses, students
are taught the program designed by the Ministry
of Education and Training (MOET).
Meanwhile, for English courses, students are
taught in 40% of learning time at school. As for
the primary school, three English compulsory
subjects, viz. English (10 periods/week),
Reading and Writing (4 periods/week), and
Grammar (2 periods/week) are taught. Besides,
there are extracurricular activities (e.g., English
clubs or school trips) for students. In addition,
the school has programs “English Days” on
which students are encouraged to communicate
in English all the time.
The participants were a cohort of 50
students from two intact classes in grade 4
(25 for each class) who were conveniently
sampled. There were 24 males (48%) and 26
females (52%). Among 50 students, most of
them (84%) started to learn English at
kindergarten, and 16 % of them learned English
from grade 1 (14%) and grade 2 (2%). Although
participants spent around 40% of their learning
time using English at school, there were 21
students (42%) who took extra classes at English
language centers. Most of the participants (96%)
reported that their English reading ability was at
intermediate level. Of 50 participants, 15 were
invited for semi-structured interviews.
3.2. Course of Reciprocal Teaching Model
The procedure for using RTM is as follows.
Before using the RTM, the teacher allocated
one week to introducing RTM strategies and
letting students watch a video about RTM class.
Then, the teacher conducted the reading
comprehension lessons within eight weeks. The
class was divided into small groups of four or
five students. The teaching process consist of 4
following steps:
Step 1: the teacher wrote on the board the
expressions that students could use while they
predicted, clarified, questioned and
summarised. Next, students were modeled,
guided and learnt how to apply the strategies.
Step 2: in groups of four or five students,
the teacher or team leader assigned a role to
each student such as predictor, clarifier,
questioner, and summariser.
Step 3: the teacher required students to read
aloud a few paragraphs of the text then
suggested them to use note taking such as
underlining, highlighting the unfamiliar words
or phrases.
Step 4: while reading and comprehending
the text, each student was in charge of different
roles to help each other obtain the supported
knowledge. The predictor employed his own
D. M. Tham, N. T. T. Sang / VNU Journal of Science: Education Research, Vol. 37, No. 4 (2021) 81-89
84
experience and old knowledge of the previous
content to help the group guess what they read
about. Next, the clarifier supported the
members to find and solve the unclear words or
sentences. After that, the questioner asked
questions about the text and reminded the group
to use all types of questions to help them have a
deep look at what they read. The summariser
helped the group to know the main idea in their
own words.
Step 5: after the students completed a short
paragraph, they had to switch the role and
continued doing the same process in the next
text. And, this action was repeated until they
finished reading the whole text. The teacher
kept guiding the students the use of the four
strategies until they utilised the strategies
independently and fluently.
3.3. Research Instruments
This study employed two main instruments,
namely a questionnaire and interviews for data
collection. Based on the reviewed theories, the
questionnaire was designed as a self-reported
instrument which involves two parts. Part A
collects participants’ background information.
Part B is the main content of the questionnaire
including 20 items asking participants’
perceptions of the use of RMT. These 20 items
were designed with a 5-point Likert scale (from
strongly disagree to strongly agree) and divided
into 3 groups: reading strategy use (10 items),
vocabulary improvement (6 items) and reading
comprehension ability (4 items). The
questionnaire was designed in English and
translated into Vietnamese. For the research
purpose, the interview with 4 main questions
were designed to triangulate the results gained
from the questionnaires.
3.4. Procedures for Data Collection and Analysis
To collect the data, 10 students were invited
to pilot the questionnaire, then some
adjustments were made to the questionnaire.
After that, the questionnaires were administered
to students in person. It took them 15 to 20
minutes to answer the questionnaire. Next, 15
participants were invited for interviews, each of
which lasted around 20 minutes. All interviews
were conducted in Vietnamese and recorded
with interviewees’ consent.
To analyse the data, the SPSS version 22
was employed for processing the quantitative
data from the questionnaire in terms of mean
(M) and standard deviation (SD). The interval
mean scores were interpreted as follows:
1.00-1.80: strongly disagree; 1.81-2.60:
disagree; 2.61-3.40: neutral; 3.41-4.20: agree;
4.21-5.00: strongly agree. Meanwhile, the
qualitative data from the interviews were
analysed using the content analysis approach.
The interviewees were coded from S1 to S15.
4. Results and Discussion
4.1. Results
4.1.1. The use of RTM in English reading
comprehension
The overall mean score (Table 1) of fourth
graders’ perceptions of the use of RTM in
English reading comprehension was 4 out of 5
(SD = 0.98). Specifically, the mean score of the
use of RTM in terms of reading strategy use
was rather high (M = 4.02; SD = 0.95),
followed by vocabulary improvement
(M = 3.98; SD = 0.98) and reading
comprehension ability (M = 3.96; SD = 1.04).
This means that participants perceived that the
use of RTM had positive effects on their
English reading comprehension.
Table 1. The use of RTM
in English reading comprehension
No
N = 50
M
SD
1
Reading strategy use
4.02
0.95
2
Vocabulary improvement
3.98
0.98
3
Reading comprehension ability
3.96
1.04
Average
4.00
0.98
4.1.2. The use of RTM in English reading
comprehension in terms of reading strategy use
As can be seen in Table 2, it was found that
each strategy achieved certain dominance in
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85
students’ practice. Participants strongly agreed
“Clarifying helps [them] to solve difficult
words and sentences in the text” (item 3:
M = 4.46; SD = 0.79). They agreed “Predicting
helps [them] to use [their] prior knowledge and
experience to think before reading” (item 1:
M = 4.18; SD = 0.94), “Questioning helps
[them] to check [their] understanding” (item 5:
M = 4.04; SD = 0.92), and “Summarizing helps
[them] to learn and remember the main ideas of
the text” (item 7: M = 4.12; SD = 1.02). What is
more, participants reported that “Before
reading, [they] try to connect what [they] know
about the topic and predict what will happen
next in the story” (item 2: M = 3.88;
SD = 0.80), “[they] figure out the meaning of
unclear words and phrases by asking clarifier
in [their] group or teacher” (item 4: M = 3.98;
SD = 0.65), and “[they] discuss what [they]
read from the text with [their] friends to share
information and personal ideas” (item 6:
M = 4.05; SD = 0.87). They could “highlight or
circle key ideas of the text” (item 8: M = 3.46;
SD = 1.13) and “become “more experienced
after week by week using RTM in [their]
reading class” (item 9: M = 3.90; SD = 0.99).
Moreover, they agreed “scaffolding at the
beginning helps me to have a clear way to
carry out RTM in groups” (item 10: M = 4.18;
SD = 0.92).
Table 2. The use of RTM
in English reading comprehension in terms of reading strategy use
No
N = 50
M
SD
1
Predicting helps me to use my prior knowledge and experience to think
before reading.
4.18
0.94
2
Before reading, I try to connect what I know about the topic and predict
what will happen next in the story.
3.88
0.80
3
Clarifying helps me to solve difficult words and sentences in the text.
4.46
0.79
4
I figure out the meaning of unclear words and phrases by asking clarifier in
my group or teacher.
3.98
0.65
5
Questioning helps me to check my understanding.
4.04
0.92
6
I discuss what I read from the text with my friends to share information and
personal ideas.
4.06
0.87
7
Summarizing helps me to learn and remember the main ideas of the text.
4.12
0.72
8
I highlight or circle key ideas of the text.
3.46
0.83
9
I become more experienced after week by week using RTM
in my reading class.
3.90
0.99
10
Scaffolding at the beginning helps me to have a clear way to carry out RTM
in groups.
4.18
0.94
Average
4.02
0.95
The qualitative results confirmed the
quantitative ones as interviewees stated that the
use of RTM could help them with reading
strategy. They shared that the explicit
instruction of reading strategy could boost their
reading comprehension (e.g., S2, S4, S5), so
with the use of RMT they could use different
reading strategies effectively to understand the
reading texts (e.g., S5, S12, S14).
4.1.3. The use of RTM in English reading
comprehension in terms of vocabulary
improvement
Table 3 indicates that students strongly agreed
they “can remember new words in long-term
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86
memory” (item 15: M = 4.04; SD = 0.81) and
“have chances to retain vocabulary” (item 16:
M = 4.24; SD = 0.94) by using RTM.
Additionally, they could “learn more vocabulary”
(item 11: M = 3.76; SD = 0.77) even “difficult
words or sentences” (item 14: M = 3.92;
SD = 0.73), and “guess word meaning from the
context” (item 13: M = 3.72; SD = 0.85); as
a consequence, “[their] vocabulary increases”
(item 12: M = 3.84; SD = 0.93).
Table 3. The use
of RTM in English reading comprehension in terms of vocabulary improvement
No
Learning English comprehension with RTM
N = 50
M
SD
11
I can learn more vocabulary
3.76
0.77
12
my vocabulary increases
3.84
0.93
13
I can guess the word meaning from the context
3.72
0.85
14
I can easily learn difficult words or sentences
3.92
0.73
15
I can remember new words in long-term memory
4.40
0.81
16
I have chances to retain vocabulary
4.24
0.94
Average
3.98
0.98
O
The results from interviews also showed
that respondents’ vocabulary in reading was
better after they learned reading comprehension
with the use of RTM. The reasons for this
answer came from teacher’s and teammates’
help to clarify the hard words, phrases, and
sentences and respondents’ impression with
their teammates’ examples or words.
Yes, I can ask the clarifier or teacher if I
find any hard words. Clarifier explains new
words with simple examples so I can easily
understand and remember the words. (S2)
A little bit because my friends can explain
the words impressively so I can remember
them (S8).
Yes, if I find any new words, I can ask
clarifiers and the ways he or she explains make
me have a long-term memory of those
words (S10).
I think a little bit when my friends explain
the meaning or examples, I can remember them
longer (S15).
4.1.4. The use of RTM in English reading
comprehension in terms of reading
comprehension ability
The results in Table 4 reveal that students
agreed that “Discussing with group members
about the reading texts makes [them] have a
deep understanding about the text” (item 17:
M = 3.90; SD = 0.92), “Finding the main ideas
of the reading texts helps [them] learn the major
content of the texts” (item 18: M = 3.90;
SD = 0.74). They also believed that “[they] can
generate questions related the text to get its
important ideas of the reading texts” (item 19:
M = 3.88; SD = 0.88), and “RTM improves
[their] reading speed” (item 20: M = 4.18;
SD = 1.06).
;
Table 4. The use
of RTM in English reading comprehension in terms of reading comprehension ability
No
N = 50
M
SD
17
Discussing with group members about the reading texts makes me have a deep
understanding about the text
3.90
0.92
18
Finding the main ideas of the reading texts helps me learn the major content of the texts
3.90
0.74
19
I can generate questions related to the text to get its important ideas of the reading texts
3.88
0.88
20
RTM improves my reading speed
4.18
0.66
Average
3.96
0.84
d
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87
Along with quantitative findings, the
qualitative findings indicated that most of
interviewees agreed that the use of RTM had
positive effects on their reading comprehension
ability. 93% of the answers presented that RTM
improved their reading comprehension.
RTM helps me improve my reading
comprehension, be better in teamwork, and
discuss with my friends to understand the lesson.
After each week, I can use RTM better (S3).
RTM helps me improve my reading
comprehension. It can help me learn more
vocabulary too (S4).
I know how to communicate with my
friends and RTM helps to improve my reading
comprehension (S12).
RTM helps me to understand the lesson and
to be good at working in groups because each
student has his or her role (S14).
4.2. Discussion
This study has revealed some significant
results. It was found that students employed the
reading strategies to understand the reading
texts. It can imply that the use of RTM in
teaching English reading comprehension could
facilitate students’ use of reading strategy to
comprehend the text. Among reading strategies,
it was found that clarifying strategy appeared at
the highest frequency, which has been
supported by Ramadan (2017) [22] who has
highlighted that clarifying strategy is the most
useful one employed by readers to understand
the reading from the small units of the text.
Regarding vocabulary development,
participants reported that they could improve
their vocabulary with the use of RTM in
reading class. One of the possible explanations
for this finding may be that participants were
bilingual students, so they had more chances to
use vocabulary in other courses. Additionally,
participants may find it easy to learn vocabulary
with the help from their peers and teachers.
This finding confirmed the results in the
previous studies [8-10, 19]. Similarly, Mandel
(2008) [9] asserted that the teacher performing
as a facilitator can motivate students to
construct the meaning of the texts.
Additionally, Ahmadi, et al., (2012) [8] have
stated that RTM is an effective method for
students with poor vocabulary.
With respect to the reading comprehension
ability, participants thought that the use of
RTM had a positive impact on their reading
comprehension ability. As participants had to
work in groups for discussion, they could learn
from one another. Besides, they had to learn
English around 40% of their courses at school.
This could facilitate their reading
comprehension ability. This finding was
supported by that from Svetaketu’s (2017) [23]
research which has revealed that RTM could
help learners to comprehend the reading texts.
5. Conclusion
The results of this study revealed that
participants believed the use of RTM had
positive effects ono their English reading
comprehension in terms of reading strategy use,
vocabulary improvement, and reading
comprehension ability. They were likely to
widen the reading strategies and build up
reading ability through performing their
strategy awareness, and they could improve
their vocabulary and reading comprehension
ability. Some recommendations are suggested.
First, as the RTM is proved to be effective, EFL
teachers should be encouraged to employ the
RTM flexibly along with other teaching
approaches. To do this effectively, teachers and
students should attend training on how to use
RTM. Second, school administrators should be
aware of the benefits of RTM in teaching
English reading comprehension, so they help to
organise workshops, trainings and seminars on
the use of RTM.
This study still has some limitations. First,
this study was a survey which was based on the
4th graders’ perceptions; as a consequence, it
may not deeply explore the effects of RMS on
the students’ reading comprehension. It is
recommended that the further research should
be a quasi-experiment to explore how RTM
D. M. Tham, N. T. T. Sang / VNU Journal of Science: Education Research, Vol. 37, No. 4 (2021) 81-89
88
impacts teaching reading comprehension at the
primary school level. Second, the sample size
of this study was quite small, so it cannot be
generalised to other similar contexts. The future
researcher should consider enlarging the sample
size. Finally, this research only involved the 4th
graders in answering the questionnaires and
interviews concerning the use of RTM in
English reading comprehension. There is,
therefore, room for scrutinizing the perceptions
of the students in other grades at the research
context or expanding research participants at
higher levels such as secondary school, high
school and university.
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