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Two intact groups were selected non-randomly: one control group and one experimental group. Both groups completed an IELTS reading test as a pretest, and results showed no meaningful difference. Afterward, both groups received 15 reading sessions; the experimental group used RTP while the control group used conventional instruction. 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Two intact groups were chosen non-randomly, one as the control group and the other as the experimental group. Then an IELTS reading test was administered to both groups as pretest. After analyzing the collected scores by independent t-test it was known that there was no meaningful difference between control and experimental groups before the treatment. Both groups were offered 15 sessions of reading, the experimental group received treatment, they were taught reading by applying RTP as an instructional strategy, but the control group was taught reading through the conventional method. The results showed that reciprocal teaching can improve reading comprehension of Iranian EFL learners. Pedagogical implications are discussed. |\n\nThe role of reading in success of the language learners and students is undeniable. Rivers (1981) finds reading a plausible activity and a significant source of input in classes. In the same line, Chastain (1988) regards reading a suitable source to give large amounts of data to learners.  \nThe exploratory studies conducted on reading problems of second and foreign language learners in different contexts has revealed that mastering the reading skill has been a cumbersome issue in some contexts. In Iran, for example, conventional teaching of English reading is based on translation of the text. Atai and Nazari (2014) note that Iranian English language learners translate the texts to understand the text. This habit has still remained in most reading comprehension practices, though, professionally, it is neither admired nor advised. Due to being time consuming, applying this old method would lead to learners’ failure in most summative exams or reading comprehension tests; thus, this poor performance might lead to students’frustration and anxiety over learning English.  \nShorey and Mohktari (2001 as cited in Pammu et al., 2014) confirm that in order to improve reading comprehension of the learners educators need to enhance the learners’reading strategies. In addition, Pammu, Amir, and Maasum (2014) state that foreign language learners find it difficult and challenging to deal with reading comprehension  \ncompared to native language learners due to the culturally specific mental processes involved in reading. In terms of strategy, Küçükoğlu (2013) states that active involvement and autonomy should be targeted as features of good reading strategies. Considering such features, the researcher was motivated to find the effect of reciprocal teaching on reading comprehension of Iranian EFL learners.  \nResearch Question  \nWhat is the effect of reciprocal teaching on reading comprehension of intermediate Iranian EFL learners?  \nREVIEW OF THE RELATED LITERATURE Reciprocal Teaching Procedure (RTP)  \nRTP is an explicit instructional strategy for teaching reading which was designed and developed by Palincsar and Brown (1984); they conducted two instructional studies with the aim of finding the result of “comprehension-fostering and comprehension-monitoring activities of poor comprehenders”(Palincsar and Brown, 1984) . Their inst","cbCaitrQzXgV6pKk","https://ap.wps.com/l/cbCaitrQzXgV6pKk","pdf",125630,"English","# Article Info\n## Article history and publication details\n## Key words\n# Abstract\n# Introduction and Background\n## Reading as input in language learning\n## Reading challenges in Iran\n## Role of reading strategies\n# Research Question\n# Review of the Related Literature\n## Reciprocal Teaching Procedure (RTP)\n## Instructional steps and dialogue leadership\n## Evidence from earlier studies","[{\"question\":\"What does the Reciprocal Teaching Procedure (RTP) involve?\",\"answer\":\"RTP is an explicit reading strategy designed to foster comprehension using four steps: summarizing (self-review), questioning, clarifying, and predicting. Students and the teacher take turns leading a dialogue.\"},{\"question\":\"How was the study designed to test RTP’s effectiveness?\",\"answer\":\"Two non-random intact groups were used: a control group and an experimental group. An IELTS reading test served as a pretest for both groups before the instructional treatment began.\"},{\"question\":\"What outcome did the study find regarding reading comprehension?\",\"answer\":\"After the 15-session instruction period, results showed that reciprocal teaching can improve reading comprehension of Iranian EFL learners.\"}]","The Effects of Reciprocal Teaching on Reading Comprehension of Iranian EFL Learners | PDF",1792068130,13]