The Reciprocal Pedagogy: Effects on Students’ Writing Proficiency Development in an EFL Classroom

This study examined the effect of reciprocal teaching pedagogy on students’ writing proficiency development in an EFL classroom. A pre-test post-test quasi-experimental research design was employed. Two grade 11 intact classes, enrolled in 2023, were non-randomly selected from the school. A lot was cast to determine the RT and non-RT groups. The experimental group (n=43) was assigned to the RT group and the control group (n=41) was assigned to the non-RT group .Pre- and post-writing tests were conducted to collect data. Crosscutting issues were writing topics taken from Ethiopian Education national policy. The Diederich analytical scale model rubric was used to evaluate the pre-and post-test results. Independent and paired-sample t tests were used to analyze and interpret data. The findings revealed that the successful application of meta-cognitive strategies resulted in a significant difference between the RT and non-RT writing classroom participants. The RT participants out performed in predicting, clarifying, questioning and summarizing the topic sentence, appropriate supporting details, listed relevant discourse markers,minimize grammatical errors,improve the overall content and organization of their writing in their RT discussion session. As a result, RT pedagogy can be utilized as an instructional tool to facilitate students’ interaction and collaboration to improve their overall writing quality, and maximize learners’ writing proficiency in an EFL classroom.