Abstract
This study examined the effects of reciprocal teaching (RT) on the perceived reading comprehension self-efficacy of post-graduate students. The study was designed in pre-test post-test experimental
design with a control group. Qualitative data was also collected from the intervention group students and
the classroom professor who carried out the intervention lessons. Participants consist of typically developing
post-graduate students from a state university (n = 34) in Pakistan. While the intervention group used a total
of 36 lesson hours of RT techniques for 6 lessons per week for 6 weeks, the lesson was taught in traditional
ways in the control group. No statistically significant difference was found between the post-test scores of the
intervention and control groups [t (32) = 1.06, p = .30, p¿.05]. Students stated that the most difficult RT
strategy was summarizing, while the easiest was prediction. These findings have revealed new perspectives
on RT.
