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현장수업연구 Journal of Field-based Lesson Studies 2023, 제4권 제1호, pp.85~123 https://doi.org/10.22768/JFLS.2023.4.1.85 ISSN 2713-685X [Print] / ISSN 2713-7899 [Online]
The Effectiveness of the Reflection-Based Interactive Teaching Approach on Students’ Reading Comprehension Achievement
Nwe Nwe Htun · Than Nu · Tun Zaw Oo Ewha Womans University · Sagaing University of Education · Hungarian University of Agriculture and Life Sciences
This study aimed to investigate the effectiveness of the Reflection-Based Interactive Teaching (RBIT) approach on students’ reading comprehension achievement in Myanmar. RBIT means applying the interactive teaching approach in Oo and Hab?k's (2020) reflective teaching model for reading comprehension based on planning, acting, reflecting, and evaluating. 458 grade-10 students from Myanmar were selected as participants in this study by applying the randomized cluster trial. The quasi-experimental research design was applied together with some analyses such as structural equation modeling by the AMOS software, item-difficulty index by the Quest program, inferential statistics (t-tests and effect sizes), and some reliability/validity measures. The findings showed a significant difference between the experimental group with the treatment with the RBIT and the control group without the RBIT approach. Furthermore, it was also found that teachers' reflections had no significant effects on students' appreciative reading comprehension. This study is of great importance for teachers and students from the field of English Language Teaching (E.L.T).
Keywords: interactive teaching, reflective teaching model, reading comprehension
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