الفهرس 
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Abstract
This chapter summarizes the study and its findings. It also presents, recommendations, highlights the limitations of the study, and suggested areas for further research. 5.1. Summary of the Study Reading is associated with academic success, as formal education depends on the student’s ability to read with understanding. Consequently, reading as a basic skill in language learning is important especially for EFL students in keeping one aware of new findings and in increasing one’s academic and professional position. There is a potential relationship between reading motivation and L2 reading strategy use. Motivating learners to read can increase their reading amount and make reading a frequent practice, which will enable them to decode words automatically and help them gain topic knowledge and thus enhance their comprehension performance. Many previous related studies have asserted that secondary stage students are struggler readers; they suffer from difficulties in comprehending English text. The online tools available to teachers and students are changing more rapidly than ever. So Chapter Five Summary and Conclusion 174 this study used IRT to solve their problems and to answer the research questions: To what extent will the use of internet reciprocal teaching enhance second year secondary stage students’ reading comprehension and reading motivation? And To what extent will the improvement in the reading motivation and in the assigned reading skills maintained by the experimental group students (months) after finishing the experiment? The study adopted a full pre-test-post-test control- group design to examine the effectiveness of IRT by examining pre and post assessment measure of online reading comprehension and reading motivation. The sample consisted of 60 secondary stage students at Esawi Fayed Secondary School. The students were divided into two groups, a control group (taught using the ordinary way) and an experimental one (taught using IRT). The two groups received pre- and post-administration of the study instruments. To fulfill the purpose of the study, the researcher designed and used three instruments: a reading comprehension skills questionnaire; a reading comprehension skills test; and a reading motivation scale. 5.2. Findings and Discussion This study has provided quantitative data that support the use of internet reciprocal teaching in the reading class. The findings showed a significant impact of IRT on the students’ reading comprehension. Explicit strategy teaching had a positive influence on facilitating the acquisition of reading sub-skills. Moreover, the implementation of the instruction through cooperative learning enabled students to approach reading in a more motivated way. It was tested that scaffolding students’ reading comprehension with IRT model had improved students’ reading comprehension. The data highlighted the reliable quantitative progress in post-test comprehension, and helped them to handle difficult and unfamiliar texts. Generally, the findings of the study presented significant implications for instructors and curriculum developers. The study added to the rationale for adopting strategy based teaching in reading and enlightened the prospective teaching practices. It proved that IRT in particular is what students actually need in the 21st century. It helps students to check and appreciate what they read, accept or reject hypotheses while reading, and apply the right strategy in the right place.