International Journal of Information Technology & Computer Science ( IJITCS )
A majority of the student population studying English as their major were demonstrating a low proficiency for learning English. This study was initiated to determine if a reciprocal approach could be successfully adapted to an EFL reading classroom. One class, consisting of thirty-one first year English major students at Ubon Ratchathani Rajabhat University, was chosen to be the subjects of this study. The teaching method used focused on face-to-face instruction supported with multiple online learning tools. Learning Management System (LMS) along with social media were used to complement classroom instruction. The strategies that were investigated in the EFL classroom were identifying the main idea, asking questions, clarifying, and predicting. A pre-test and post-test focused on English reading proficiency were the instruments used to conduct the study. In the classroom the students were trained using Blended eLearning lesson plans. In-depth data was gathered from the students using a semi-structured interview. The interviews with the subjects revealed that the reciprocal approach contributed to the positive development of their English reading comprehension skills. The results showed that the methods used in the study provided the students with many techniques to help them improve their understanding of what they read. They now know better how to look for the main idea, clarify the meaning of the text, be able to formulate questions regarding the content, and predict what will occur next. The training provided the students with effective tools to help them understand what they have read in English .
: reciprocal approach, reading skill, blended eLearning, Learning Management System (LMS)
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