INTERNATIONAL JOURNAL OF EDUCATION，PSYCHOLOGY AND COUNSELLING （IJEPC） 国际教育、心理学与咨询杂志（IJEPC）
THE EFFECTS OF INQUIRY－BASED RECIPROCAL TEACHING MODULE（IBRM）ON MALAYSIAN ESL LEARNERS＇READING COMPREHENSION：A QUASI－EXPERIMENT 基于探究的互惠教学模块（IBRM）对马来西亚 ESL 学习者阅读理解的影响：一项准实验
Ting Pick Dew ^(1){ }^{1} ，Suyansah Swanto ^(2**){ }^{2 *} ，Wardatul Akman Din ^(3,)^{3,} Kamsilawati Kamlun ^(4){ }^{4} Ting Pick Dew ^(1){ }^{1} ，Suyansah Swanto ^(2**){ }^{2 *} ，Wardatul Akman Din ^(3,)^{3,} Kamsilawati Kamlun ^(4){ }^{4}1 Faculty of Psychology and Education，Universiti Malaysia Sabah，Malaysia Email：elainepdting＠gmail．com 1 马来西亚沙巴大学心理与教育学院，马来西亚邮箱：elainepdting＠gmail．com2 Faculty of Psychology and Education，Universiti Malaysia Sabah，Malaysia Email：suyansah＠ums．edu．my 2 马来西亚沙巴大学心理与教育学院，马来西亚邮箱：suyansah＠ums．edu．my3 Faculty of Psychology and Education，Universiti Malaysia Sabah，Malaysia Email：wardadin＠ums．edu．my 3 马来西亚沙巴大学心理与教育学院，马来西亚邮箱：wardadin＠ums．edu．my4 Faculty of Psychology and Education，Universiti Malaysia Sabah，Malaysia 4 马来西亚沙巴大学心理与教育学院，马来西亚Email：kamsi＠ums．edu．my 邮箱：kamsi＠ums．edu．myCorresponding Author 通讯作者
Article Info： 文章信息：
Article history： 文章历史：
Received date：15．09．2022 收稿日期：2022年9月15日
Revised date：10．10．2022 修订日期：2022年10月10日
Accepted date： 30.11 .2022 录用日期： 2022年11月30日
Published date：15．12．2022 发布日期：2022年12月15日
To cite this document： 引用本文：
Ting，P．D．，Swanto，S．，Din．W．A．，\＆ Kamlun，K．（2022）．The Effects Of Inquiry－Based Reciprocal Teaching Module（IBRM）On Malaysian Esl Learners＇Reading Comprehension：A Quasi－Experiment．International Journal of Education，Psychology and Counseling， 7 （48），369－382． Ting，P．D．，Swanto，S．，Din．W．A．，\＆ Kamlun，K．（2022）．基于探究的互惠教学模块（IBRM）对马来西亚 ESL 学习者阅读理解的影响：一项准实验．国际教育、心理学与咨询杂志，7（48），369－382。
DOI：10．35631／IJEPC． 748028 DOI: 10.35631/IJEPC。 748028
This work is licensed under CC BY 4.0 本作品已获得 CC BY 4.0 许可
Abstract 抽象的
： Despite the great appreciation on high competency in ESL reading，the results of PISA reading cautioned on the ineptitude of Malaysian ESL learners and depicted the heightened prevalence of reading difficulties among them． Although various curriculum modifications and ESL reading interventions were developed to facilitate reading instruction in the classroom，learners＇ reading performance is still unsatisfactory．This ten－week quasi－experimental study tested an inquiry－based reciprocal teaching module which was aimed at enhancing secondary school learners＇reading comprehension through the utilisation of effective reading strategies．A total of 84 Form Four ESL learners were randomly selected to be the participants，with an equal number of 42 participants randomly assigned to either experimental or control group． Independent sample tt－tests and paired sample tt－tests were performed to test the hypotheses．The results indicated that the inquiry－based reciprocal teaching module has positively and significantly enhanced ESL learners＇reading comprehension performance，thus was effective in improving the learners＇ reading comprehension． ：尽管马来西亚学生在英语作为第二语言（ESL）阅读方面的高水平受到高度评价，但 PISA 阅读测试的结果却警示马来西亚学生的阅读能力不足，并指出他们中普遍存在阅读困难。尽管马来西亚已制定了各种课程改革和 ESL 阅读干预措施来促进课堂阅读教学，但学生的阅读成绩仍然不尽如人意。这项为期十周的准实验研究测试了一个基于探究的互惠教学模块，旨在通过运用有效的阅读策略来提高中学生的阅读理解能力。研究随机选取了 84 名中四 ESL 学生作为参与者，其中 42 名参与者随机分配到实验组和对照组。为检验假设，我们进行了独立样本 tt －检验和配对样本 tt －检验。结果表明，基于探究的互惠教学模块对 ESL 学习者的阅读理解成绩产生了积极而显著的提升，从而有效地提高了学习者的阅读理解能力。
The ineluctable importance of reading as a fundamental skill for knowledge consolidation has profoundly affected the learners to use this skill as a tool for academic attainment．The prerequisite to the reading comprehension process in a second language is the intertwining of learners＇linguistics and background knowledge，the appropriate application of cognitive and metacognitive reading strategies（Lian \＆Azlina，2020；Sheorey \＆Mokhtari，2001），and correct manoeuvring through the complexity of the textual evidence（Grabe \＆Stoller，2020； Elleman \＆Oslund，2019）． 阅读作为巩固知识的基本技能，其不可或缺的重要性深刻地影响着学习者如何将其作为学业成就的工具。第二语言阅读理解过程的前提是学习者语言学和背景知识的交织、认知和元认知阅读策略的恰当运用（Lian \＆Azlina，2020；Sheorey \＆Mokhtari，2001），以及对复杂文本证据的正确运用（Grabe \＆Stoller，2020；Elleman \＆Oslund，2019）。
Acknowledging the heavy emphasis on reading as the most essential skill to master in an academic setting，the second shift in the Malaysia Education Blueprint（MEB）2013－2025 manifests various efforts and exhausting modifications to revamp the reading curriculum．In secondary education，the introduction of the Standard－Based English Language Curriculum for Secondary Schools（SBELC）explicates the main purposes of reading as to focus on the learner＇s ability to understand the meaning and to extend thinking through independent reading （MOE，2018）．Despite prevalent efforts that have been put into enhancing learners＇reading comprehension，many Malaysian ESL learners still lack essential reading skills（Ulu，2019； Hiew，2012），and thus face difficulties in understanding complicated texts（Ting et al．，2021）． 马来西亚教育蓝图（MEB）2013－2025 的第二个转变是强调阅读是学术环境中必须掌握的最重要技能，为此做出了各种努力并进行了大量的修改以改革阅读课程。在中学教育中，标准英语课程（SBELC）的引入阐明了阅读的主要目的，即注重学习者理解意义的能力以及通过独立阅读扩展思维的能力（MOE，2018）。尽管人们普遍努力提高学习者的阅读理解能力，但许多马来西亚 ESL 学习者仍然缺乏基本的阅读技能（Ulu，2019；Hiew，2012），因此在理解复杂文本方面面临困难（Ting et al．，2021）。
Although ample evidence about the value of reading strategies that yield substantial reading comprehension gains（Brevik，2019；Brown，2017；Pearson \＆Cervetti，2017），there continues to be very little explicit reading strategy instruction in classrooms（Klapwijk，2016）．Failure of the teachers to regard reading comprehension as an important component in the reading process and teach it by transferring knowledge based on the teachers＇understanding and experiences （Brevik，2019；Pearson \＆Cervetti，2017）may result in unproductive outputs（O＇Reilly et al．， 2004）．In such situations，a rebranding of instructional strategy and contemplative modification of teaching approaches that include a repertoire of comprehension strategies（Mokhtari \＆ Reichard，2002；Pressley，2000）is imperative in enhancing reading comprehension in learners． 尽管有大量证据表明阅读策略能够显著提高阅读理解能力（Brevik，2019；Brown，2017；Pearson \＆Cervetti，2017），但课堂上明确的阅读策略教学仍然很少（Klapwijk，2016）。教师如果不能将阅读理解视为阅读过程中的重要组成部分，并通过基于教师的理解和经验的知识传授来教授阅读理解（Brevik，2019；Pearson \＆Cervetti，2017），则可能导致无效的产出（O＇Reilly 等，2004）。在这种情况下，重塑教学策略并深思熟虑地修改包括一系列阅读理解策略在内的教学方法（Mokhtari \＆Reichard，2002；Pressley，2000）对于提高学习者的阅读理解能力至关重要。
Literature Review 文献综述
ESL Reading in the Malaysian Secondary School Context：Situation and Challenges 马来西亚中学 ESL 阅读的现状与挑战
In Malaysia，the implementation of SBELC that resulted from the alignment of the language curriculum framework with the Common European Framework of Reference for Languages （CEFR）stipulated heightened immersion in the importance of reading in Malaysian Education system．This alignment resulted in the evolution of student－centred teaching approaches such as cooperative learning，problem－based learning and inquiry－based learning（MOE，2013）．In reading，focusing specifically on learners＇ability to negotiate meaning and inculcate higher reading independency（MOE，2018），cognitive and metacognitive reading strategies such as predicting，guessing meaning of words from context，scanning，skimming，summarising， reading aloud，making connections，inferring and questioning are some common strategies that are highlighted to accommodate learning differences． 在马来西亚，由于语言课程框架与《欧洲共同语言参考框架》（CEFR）接轨而实施的 SBELC 规定，马来西亚教育体系更加重视阅读的重要性。这种接轨导致了以学生为中心的教学方法的演变，例如合作学习、基于问题的学习和基于探究的学习（MOE，2013）。在阅读方面，特别关注学习者协商意义的能力并培养更高的阅读独立性（MOE，2018），认知和元认知阅读策略，例如预测、根据上下文猜测单词含义、扫读、略读、总结、大声朗读、建立联系、推断和提问，是一些常见的策略，强调这些策略可以适应学习差异。
Even though Malaysian ESL learners have years of exposure to developing reading competency，many still fail to grasp such relatively sophisticated skills and strategies（Ulu， 2019；Hiew，2012）．The results of Malaysian ESL learners＇reading literacy rate as compared with the international standard are in appalling condition（Ting et al．，2021）．This directly cautioned on the ineptitude of Malaysian ESL learners and depicted the heightened prevalence 尽管马来西亚的 ESL 学习者已经接受了多年的阅读能力培养，但许多人仍然未能掌握这些相对复杂的技能和策略（Ulu，2019；Hiew，2012）。与国际标准相比，马来西亚 ESL 学习者的阅读素养率结果令人震惊（Ting et al.，2021）。这直接警告了马来西亚 ESL 学习者的无能，并描绘了日益严重的普遍性
of reading difficulties among them．The impediment to addressing this perplexing poor reading comprehension problem is to use reading strategies，both cognitively and metacognitively，to establish a valid meaning negotiation between the reader and the text（Elleman \＆Oslund， 2019）． 阅读困难是其中之一。解决这一令人困惑的阅读理解能力差问题的障碍在于使用阅读策略（认知和元认知）在读者和文本之间建立有效的含义协商（Elleman \＆Oslund，2019）。
Skilled readers possess good judgment in the selection of effective reading strategies（Lian \＆ Azlina，2020）and can merge the elicited textual information with their background knowledge （Grabe \＆Stoller，2020）．Research in reading strategies in ESL classrooms has shown positive correlations between the modelling and scaffolding of the reading process and enhanced progress in reading comprehension（Okkinga et al．，2016）．The crucial role played by ESL teachers in addressing accurate reading comprehension strategy instruction（Brevik，2019； Gunning \＆Oxford，2014；Sheorey \＆Mokhtari，2001）is indisputable．Similarly，Klapwijk （2015）reckons that learners＇reading comprehension deterioration correlates with the paucity of appropriate guidelines，effective teaching methodologies and pedagogical expertise among educators． 熟练的读者在选择有效的阅读策略方面具有良好的判断力（Lian \＆ Azlina，2020），并且能够将引出的文本信息与他们的背景知识相结合（Grabe \＆Stoller，2020）。ESL 课堂阅读策略研究表明，阅读过程的建模和支架与阅读理解的进步呈正相关（Okkinga 等，2016）。ESL 教师在准确的阅读理解策略教学中发挥的关键作用（Brevik，2019；Gunning \＆Oxford，2014；Sheorey \＆Mokhtari，2001）是无可争辩的。同样，Klapwijk（2015）认为学习者的阅读理解能力下降与教育者缺乏适当的指导、有效的教学方法和教学专业知识有关。
However，the focus in the teaching of reading comprehension in Malaysia predominantly reside with the search for the right answers（Yee \＆Su，2020）and completion of the comprehension tasks（Harrison Mohd Sidek，2010）．The needs analysis conducted by Ting et al．（2021b） implied that the deciding factor that affect reading comprehension deficiency is learners＇lack of use of metacognitive reading strategies．Therefore，the need for the teaching strategies to evolve in order to adapt to the changes is inevitable． 然而，马来西亚阅读理解教学的重点主要在于寻找正确答案（Yee \＆Su，2020）和完成理解任务（Harrison Mohd Sidek，2010）。Ting 等人（2021b）进行的需求分析表明，影响阅读理解缺陷的决定性因素是学习者缺乏使用元认知阅读策略。因此，教学策略需要不断发展以适应变化是不可避免的。
Consequently，as previous research highlighted on ensuring the awareness of the reading purposes and appropriate application of reading strategies to overcome reading complexities and counterbalancing textual knowledge（Oktovia \＆Fitrina，2017），the integration of research－ based reciprocal teaching strategies into a structured inquiry－based learning model formed the foundation of the pedagogical approach adopted into the rebranding of instructional strategy and alterations in the teaching methodologies of reading comprehension in classrooms． 因此，正如先前研究强调确保阅读目的意识和适当应用阅读策略以克服阅读复杂性和平衡文本知识（Oktovia \＆Fitrina，2017）一样，将基于研究的互惠教学策略融入结构化的探究式学习模式，形成了教学策略重塑和课堂阅读理解教学方法变革所采用的教学方法的基础。
Inquiry－Based Learning in Malaysian Secondary Reading Curriculum Framework 马来西亚中学阅读课程框架中的探究式学习
Inquiry－based learning（IBL）is a pedagogical approach that allows self－reflection and peer interaction that resulted in learners＇change of initial perspectives as they reorganise and redefine the learning process（Bybee，1997）．A manipulation of the nature of inquiries and problem－solving to develop knowledge（Suarez et al．，2018；Darling－Hammond，2008），IBL ensures the production of creative and critical learners through questioning technique（Lee， 2014）that allows the development of cognitive and metacognitive strategies and discovery learning．Although inquiry－based learning is predominantly adopted into the field of science and mathematics，the concept and nature of inquiry－based learning are congruous with ESL classrooms（Lee，2014）． 探究式学习（IBL）是一种允许自我反思和同伴互动的教学方法，它使学习者在重新组织和重新定义学习过程时改变最初的观点（Bybee，1997）。探究式学习通过操纵探究和解决问题的性质来发展知识（Suarez 等，2018；Darling-Hammond，2008），通过提问技巧（Lee，2014）来确保培养具有创造性和批判性的学习者，这种技巧可以发展认知和元认知策略以及发现式学习。虽然探究式学习主要应用于科学和数学领域，但其概念和性质与 ESL 课堂相一致（Lee，2014）。
In the SBELC reading curriculum，learners＇reading goals are determined by the content standards．These standards highlight independent reading that focuses on learners＇ understanding and meaning interpretations．Besides content standards，expectations of the learners＇performance are highlighted in the five main strands of learning standards．They are using reading strategies，understanding main ideas，understanding details，using sources and reading for thinking development．With CEFR forming the basis in the development of the English language contents，standards of learning and instructional approaches（MOE，2018）， 在 SBELC 阅读课程中，学习者的阅读目标由内容标准决定。这些标准强调独立阅读，侧重于学习者的理解和意义阐释。除了内容标准外，对学习者表现的期望也体现在五大学习标准中。它们是：使用阅读策略、理解主要思想、理解细节、利用资料来源和阅读以发展思维。CEFR 构成了英语语言内容、学习标准和教学方法发展的基础（教育部，2018）。
