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Effects of Reciprocal Peer-Questioning Instruction on EFL College Students English Reading Comprehension

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  • Ching-Ying Pan

Abstract

This study investigated the effects of reciprocal peer-questioning instruction to enhance the English reading comprehension of English as a foreign language (EFL) college students by comparison with the conventional lecture instruction. We employed a pretest-posttest quasi-experimental comparison group design in college English reading courses in a complete semester. A total of 78 EFL college students enrolled in compulsory English reading courses participated in this study; 38 participants were in the experimental group and 40 were in the comparison group. The experimental group received reciprocal peer-questioning instruction, whereas the comparison group received conventional lecture instruction. The data were analyzed by mean, standard deviation, t tests, and one-way ANCOVA. The findings indicate statistically significant differences in favor of reciprocal peer-questioning instruction on English reading comprehension, particularly among high- and medium-proficiency students. Compared with conventional lecture instruction, reciprocal peer-questioning instruction created a more positive attitude toward learning English reading. In conclusion, we strongly recommend EFL instructors use reciprocal peer-questioning instruction in college English reading classrooms.

Suggested Citation

  • Ching-Ying Pan, 2014. "Effects of Reciprocal Peer-Questioning Instruction on EFL College Students English Reading Comprehension," International Journal of English Language and Literature Studies, Asian Economic and Social Society, vol. 3(3), pages 190-209.
    • Handle: RePEc:asi:ijells:v:3:y:2014:i:3:p:190-209:id:665
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