許多研究顯示「互惠式教學法」能有效地提升學生的閱讀理解能力；然而，在台灣，尚未有研究同時囊括兩個不同能力的群組進行此法教學並比較其不同。因此，本研究旨在檢視「互惠式教學法」施行於不同英語能力的台灣國中生，探討其英語閱讀理解方面的提升成效，及他們對此教學法的回應及建議。
參與本次研究的對象為台中市某國中的六十四位國三學生，學校依照他們上學期的英語平均成績將其分為兩個班級：排名前半的學生編入「成就較高班」，而另一半學生編入「成就較低班」。這兩班的英文老師（也是本次研究者）進行了為期五週，每週兩次的互惠式教學研究實驗。實驗中使用的閱讀教材為九篇敘述性文章，皆取自各版本教科書及英語學習雜誌；而研究工具則採用取自全民英檢的初級閱讀理解試題為前後測試卷，及一份具體探討學生對此教學實驗看法的回饋問卷。為分析前後測分數的變化，本研究使用成對樣本t檢定的方式來判斷兩組學生是否有顯著進步；而研究對象對於此教學法的回應和建議則透過描述性統計的方式來呈現。
根據本次研究結果顯示，「互惠式教學法」對「成就較高班」及「成就較低班」的學生們在英語閱讀理解方面皆有顯著進步，而大多數的實驗對象對「互惠式教學法」抱持正面肯定的態度，並認為此法同時提升他們的學習興趣、引領他們反思自己的學習或思考過程……等等。其中，針對四個閱讀策略，兩班都認
為「預測」最簡單，而「釐清」最有助益，但「成就較高班」認為最難的是「提問」，而「成就較低班」則認為是「摘要」。依據上述結果，本研究建議「互惠式教學法」可融入一般課室英語教學，不同英語能力的學生都將各有收穫，值得一試；此外，結論中並提出實施此法的建議，期盼能為未來研究提供參考。

A lot of research showed that reciprocal teaching could promote students’ reading comprehension effectively, but few related studies in Taiwan have been conducted to examine the effects by including students of different English competence in a real teaching scenario and comparing the differences between them. Therefore, the purpose of the present study is to explore the effects of reciprocal teaching on reading comprehension of students with different proficiency levels, and to investigate their responses and suggestions to the intervention.
The participants were 64 ninth graders in a junior high school in Taichung City. Based on their average English scores in the previous semester, the top 50% of the two classes went to a higher achiever class while the rest to a lower achiever class. In this study, the former was assigned as the higher achiever group, and the latter as the lower achiever group. Meanwhile, the researcher was the teacher for both groups. The reciprocal teaching intervention comprised ten sessions during five weeks, i.e. two sessions per week. The reading materials were nine descriptive articles from either textbooks or English magazines. The research instruments were a reading comprehension test from GEPT and a perception questionnaire. To analyze the results from pretest and posttest, paired sample t-test was used to investigate whether the two groups showed significant improvement. Besides, the responses and suggestions to the intervention were presented via descriptive statistics.
According to the results, reciprocal teaching is effective in promoting reading comprehension of students with different proficiency. Most of the participants were positive about the treatment and credited it for increasing learning interests, enhancing metacognition, etc. Among the four reading strategies, both groups thought predicting was the easiest while clarifying the most helpful. But, in terms of the most difficult strategy, the higher achievers voted for questioning whereas the lower achievers chose summarizing. As revealed in the findings, reciprocal teaching can be incorporated in the English classroom in junior high schools because students of different competence would benefit from it in some way. Furthermore, suggestions were included in the conclusion for future research.

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