Qualifying Method-Centered Teaching Approaches through the Reflective Teaching Model for Reading Comprehension

The purpose of this study was to qualify method-centered teaching approaches by investigating the effects reflective model for reading comprehension (RTMRC) on ninth-grade students’ English achievement in Myanmar. Three kinds approaches, namely reciprocal teaching, interactive and questioning, were qualified, compared, examined while using RTMRC. A quasi-experimental research design used. participants included 458 students, five teachers, 10 peer observers. Pre- post-tests, a student questionnaire, an observation scheme used assess effectiveness RTMRC over 15 weeks. Structural equation modeling, Rasch analysis, analysis covariance (ANCOVA), effect size (Cohen’s d), various descriptive statistics revealed that teachers’ reflections instructional context very effective achievement, students appreciated most, achievements literal, inferential, evaluative questions highest, more than other traditional methods. In essence, can assist language teachers improving their comprehension.