![]() During RBQA intervention, teachers used the anonymous student questionnaire and observation scheme as effective reflection tools. The experimental group ( N = 228) received the RBQA intervention the control group ( N = 230) did not receive the intervention but was provided with traditional instruction. Employing cluster randomized trials, quasi-experimental research was conducted to investigate RBQA’s effectiveness in teaching reading comprehension skills to Grade-9 students. ![]() The RBQA approach covers Oo et al.’s (2021) reflective teaching model for reading comprehension (based on planning, acting, reflecting, and evaluating) in which the teacher uses a questioning strategy (initiate-response-evaluate model). This study aimed to scrutinize the effects of the reflection-based questioning approach (RBQA) on Myanmar students’ achievement in English reading comprehension.
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