Reciprocal Teaching Based Augmented Reality for Enhancing English Novel Reading Skills among Secondary Students

Abstract

This research aimed to enhance secondary students’ reading comprehension and critical reading skills within the narrative text of the assigned novel. The research design was two group pre and post-test experimental design. The participants were 72 1st year secondary school students from an Egyptian public governmental school in Ismailia governorate. They were divided into two groups: Experimental group of 36 students and Control group of 36 students. Chapters five and six in Charles Dickens’ novel (Oliver Twist) assigned for the 1st grade of the secondary stage, were introduced in the second term to the experimental group via reciprocal teaching based augmented reality in order to determine how far it had a positive impact on enhancing the novel reading skills of the experimental group. A novel reading test that was designed by the researcher and validated as a paper-and-pencil test for assessing the 1st year secondary students’ novel reading comprehension and critical reading skills. It was divided into two parts: part one for reading comprehension skills and part two for critical reading skills. The findings revealed that reciprocal teaching based augmented reality had a significant positive effect on the 1st year secondary school students’ target novel reading skills. Consequently, reciprocal teaching based augmented reality was proved to be successful when teaching reading within a narrative context.