Version 1
: Received: 14 January 2024 / Approved: 15 January 2024 / Online: 15 January 2024 (17:02:30 CET)
How to cite:
Wu, T.; Basoeki, O.D.H.; Huang, Y. The Impact of Reciprocal Collaborative Pedagogy in ESP Reading Comprehension Skills: Reducing Anxiety and Improving Self-Efficacy. Preprints2024, 2024011138. https://doi.org/10.20944/preprints202401.1138.v1
Wu, T.; Basoeki, O.D.H.; Huang, Y. The Impact of Reciprocal Collaborative Pedagogy in ESP Reading Comprehension Skills: Reducing Anxiety and Improving Self-Efficacy. Preprints 2024, 2024011138. https://doi.org/10.20944/preprints202401.1138.v1
Wu, T.; Basoeki, O.D.H.; Huang, Y. The Impact of Reciprocal Collaborative Pedagogy in ESP Reading Comprehension Skills: Reducing Anxiety and Improving Self-Efficacy. Preprints2024, 2024011138. https://doi.org/10.20944/preprints202401.1138.v1
APA Style
Wu, T., Basoeki, O.D.H., & Huang, Y. (2024). The Impact of Reciprocal Collaborative Pedagogy in ESP Reading Comprehension Skills: Reducing Anxiety and Improving Self-Efficacy. Preprints. https://doi.org/10.20944/preprints202401.1138.v1
Chicago/Turabian Style
Wu, T., Olivia de Haviland Basoeki and Yueh-Min Huang. 2024 "The Impact of Reciprocal Collaborative Pedagogy in ESP Reading Comprehension Skills: Reducing Anxiety and Improving Self-Efficacy" Preprints. https://doi.org/10.20944/preprints202401.1138.v1
Abstract
This study investigated whether reciprocal collaborative pedagogy significantly impacts Indonesian electrical engineering polytechnic students in reducing reading anxiety and improving self-efficacy in ESP reading comprehension skills. Fifty Polytechnic students were equally assigned to two groups. Control groups learned in the traditional reciprocal teaching method individually. Experimental group engaged in reciprocal collaborative pedagogy. Each group received a 6-week reading strategy training. E-learning platforms were used in this study as a complementary tool to distribute ESP reading materials, announcements, and the experiment details being taught. The quantitative and qualitative results demonstrated that the tasks in reciprocal collaborative pedagogy positively affects Indonesian electrical engineering polytechnic students' learning experience and outcomes. This pedagogy promotes a productive learning environment through peer interaction, active engagement, and peer group discussions of the whole learning activities, reducing feelings of anxiety and building confidence in ESP-specialized text.
Keywords
Reciprocal teaching; Collaborative learning; English for specific purposes; Anxiety; Self-Efficacy; Reading comprehension skills.
Subject
Social Sciences, Education
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
