THE USE OF RECIPROCAL TEACHING IN TEACHING MONITORING SKILLS TO EFL UNIVERSITY STUDENTS

Autori

  • El Hamydy El Mehdi Faculty of Education, Department of English, Mohammed V University, Rabat, Morocco

DOI:

https://doi.org/10.46827/ejes.v12i11.6303

Parole chiave:

clarifying, comprehension-monitoring, monitoring skills, predicting, questioning, reading comprehension, reciprocal teaching, summarising

Abstract

This paper examines the impact of Reciprocal Teaching (RT) on fostering monitoring skills—questioning, predicting, clarifying, and summarizing—among Moroccan EFL university students. Using a quasi-experimental design, this paper evaluates the performance of two groups in pre-, post-, and delayed tests. The participants were sixty Moroccan EFL university learners (N=60). Reciprocal teaching was employed to instruct the experimental group (n=30) in four monitoring skills—questioning, predicting, clarifying, and summarising (Palincsar & Brown, 1984). Nonetheless, the control group (n=30) was taught differently. The Repeated-Measures ANOVA Test and the One-way MANOVA Test were utilized to run the statistical analysis. At the end of the intervention, a feedback questionnaire was given to the experimental group. The findings add to the ongoing discussion about the effectiveness of RT in fostering monitoring skills in different cultural settings. Replicated in an under-researched context, RT enabled Moroccan second-year university students in the experimental group to sustain gains and score higher in clarifying, questioning, summarizing, and predicting. The findings of the feedback questionnaire also aligned with the study's overall results. Implications, future research, and limitations are also discussed.

 

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Biografia autore

  • El Hamydy El Mehdi, Faculty of Education, Department of English, Mohammed V University, Rabat, Morocco

    Prof. El Mehdi EL Hamydy is currently a Lecturing Professor of Applied Linguistics at Mohammed V University, Faculty of Education in Rabat. He holds a Doctorate degree in Applied Linguistics. He worked as a high school teacher in AREF Casablanca-Settat from 2019 to 2023. In 2024, he began working as a Lecturing Professor at the Faculty of Education, where he continues to give lectures in various courses.
    His research interests include teacher education and training, second language acquisition, AI integration, and psycholinguistics.

    ORCID: https://orcid.org/0009-0002-0703-6949

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Pubblicato

2025-10-02

Fascicolo

V. 12 N. 11 (2025)

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