Reciprocal Teaching & Concept Maps and Their Role in Developing Metacognitive Thinking Skills in Reading for Non-Arabic Speakers: an Experimental Study on Students Of IIUM

EasyChair Preprint no. 4581

Abstract

The study aimed to determine the effectiveness of using metacognition strategy: reciprocal teaching and conceptual maps to teaching the reading, aimed developing metacognitive thinking skills among students of study sample, and what is the effect of the working variables such as: gender, age, academic level and master. In this study, the researcher relied on following the semi-experimental approach, as the study sample consisted of male and female students (Department of Arabic Language and Literature, the Qur’an and Sunnah) who were divided into two experimental groups, A test & questioner was prepared and designed to measure the growth of metacognitive thinking skills in reading among the students of the study sample, which applied before and after the teaching treatment. Researcher get the following results: There is a statistically significant difference between the mean scores of the first group students, which used reciprocal teaching approved the post application, which indicates the effectiveness of reciprocal teaching in developing metacognitive thinking skills in reading among the first group students. And There was no statistically significant difference between the mean scores of the second group students, which used the conceptual map approved the post application.

Key words: reciprocal teaching, conceptual maps, meta-cognitive thinking

Keyphrases: تدريس تبادلي, تفكير ما وراء معرفي, خريطة مفاهيم

@Booklet{EasyChair:4581,
  author = {Siddig Ahmed Elsiddig Mohamed and Mohd Feham Md Ghalib and Radhwa Abu Bakar},
  title = {Reciprocal Teaching & Concept Maps and Their Role in Developing Metacognitive Thinking Skills in Reading for Non-Arabic Speakers: an Experimental Study on Students Of IIUM},
  howpublished = {EasyChair Preprint no. 4581},

  year = {EasyChair, 2020}}