Abstract
This study investigated the effects of reciprocal peer-questioning instruction to enhance the English reading comprehension of English as a foreign language (EFL) college students by comparison with the conventional lecture instruction. We employed a pretest-posttest quasi-experimental comparison group design in college English reading courses in a complete semester. A total of 78 EFL college students enrolled in compulsory English reading courses participated in this study; 38 participants were in the experimental group and 40 were in the comparison group. The experimental group received reciprocal peer-questioning instruction, whereas the comparison group received conventional lecture instruction. The data were analyzed by mean, standard deviation, t tests, and one-way ANCOVA. The findings indicate statistically significant differences in favor of reciprocal peer-questioning instruction on English reading comprehension, particularly among high- and medium-proficiency students. Compared with conventional lecture instruction, reciprocal peer-questioning instruction created a more positive attitude toward learning English reading. In conclusion, we strongly recommend EFL instructors use reciprocal peer-questioning instruction in college English reading classrooms.