Reflection-based questioning: Aspects affecting Myanmar students’ reading comprehension

Abstract

This study aimed to scrutinize the effects of the reflection-based questioning approach (RBQA) on Myanmar students’ achievement in English reading comprehension. 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). Employing cluster randomized trials, quasi-experimental research was conducted to investigate RBQA’s effectiveness in teaching reading comprehension skills to Grade-9 students. 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. During RBQA intervention, teachers used the anonymous student questionnaire and observation scheme as effective reflection tools. After a five-week intervention, both groups completed post-tests to assess their achievement. The study findings revealed that teaching with RBQA had a significant positive effect on students’ reading comprehension. Therefore, this study is of immense significance to English language teachers and their students.