Synergizing Reciprocal Teaching and Communicative Language Teaching: Lecturers’ Views from Indonesia and Thailand
Keywords:
Communication; Communicative Language Teaching; Integration; Reading; Reciprocal TeachingAbstract
Integrating Reciprocal Teaching (RT) and Communicative Language Teaching (CLT) may strengthen students’ reading comprehension and speaking skills and promote a more engaging learning environment. However, empirical evidence remains limited regarding how lecturers perceive this integration, how it is enacted in classroom practice, and what constraints emerge during implementation. This study used a mixed-methods exploratory case study design to obtain a comprehensive understanding of how lecturers in Indonesia and Thailand implement and comprehend the integration of RT and CLT in English Language Teaching. Classroom observations, interviews, document analysis, and questionnaires were the instruments used in this study. 6 lecturers and 172 students participated in this study. The finding shows that lecturers perceive the integration of RT and CLT as beneficial for enhancing students’ critical thinking, reading comprehension, and communication skills in Indonesia and Thai universities. However, lecturers encountered several challenges; some students were not actively involved in discussions and collaborative activities; others were unfamiliar with discussion-based learning and had limited speaking skills; implementing RT and CLT in large classes was difficult; lecturer training in integrating RT and CLT was insufficient; and teaching resources, particularly authentic materials, were limited. Lecturers are likely to perceive integration as effective for improving. Students’ interactional confidence, turn-taking, and idea elaboration, especially when the RT structure reduces silence and increases accountable peer talk. Furthermore, this research is expected to contribute to both institutions in improving the quality of English language teaching through more innovative and communicative approaches.
https://doi.org/10.26803/ijlter.25.5.9
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