期刊名称：International Journal of Early Childhood Special Education
电子版ISSN：1308-5581
出版年度：2022
卷号：14
期号：3
页码：4328-4335
DOI：10.9756/INT-JECSE/V14I3.558
语种：English
出版社：International Journal of Early Childhood Special Education
摘要：This study aims to examine the impact of reciprocal teaching through cooperative grouping intervention on different aspects of reading motivation (self-efficacy, intrinsic and extrinsic motivation). To this aim, 80 students participated in the TOEFL test as the proficiency test in order to make sure that the participants were homogenous. Then, the participants were divided into four groups: experimental (A& B) and control (A &B).Meanwhile, they were asked to fill out the reading motivation questionnaire. Then, during the treatment period, the experimental groups received the intervention programs whereas the control groups received the typical instruction of reading comprehension. At the end of the course, all the learners in both groups filled out the questionnaire. Finally, the data were analyzed using a two-way ANOVA and MANOVA. The results showed that the experimental groups outperformed the control ones and the intervention improved motivation for reading efficacy and recognition for reading (extrinsic motivation).
关键词：extrinsic motivation;intrinsic motivation;reciprocal teaching and cooperative grouping;intervention program;self-efficacy
