This study investigates the effectiveness of the reflection-based reciprocal teaching (RBRT) approach for Myanmar upper secondary school students’ reading comprehension in English. In the RBRT approach, the main frame is based on the reflective teaching model for reading comprehension (Oo and Habók in Int Electron J Elementary Educ 13(1):127–138, 2020), in which the reciprocal teaching method (involving questioning, clarifying, summarizing, and predicting) was applied. This study used cluster randomized trials. Two groups participated in the research: the experimental group, who were taught with the RBRT approach, and the control group, who were taught with traditional methods. Results showed that the RBRT approach has a strong effect on students’ English reading comprehension achievement. The experimental group increased its achievement on the posttest significantly, and the students’ results showed high effect size. It was also found that teachers’ reflection on the instructional context had a considerable impact on raising students’ reading comprehension achievement. The RBRT approach can be successfully applied in the classroom environment to develop students’ reading comprehension in English in Myanmar.

本研究调查了基于反思的互惠教学 (RBRT) 方法对缅甸高中生英语阅读理解的有效性。在 RBRT 方法中，主要框架基于阅读理解的反思性教学模式（Oo 和 Habók in Int Electron J Elementary Educ 13(1):127–138, 2020），其中交互教学方法（包括提问，澄清、总结和预测）。本研究使用了整群随机试验。两组参加了研究：实验组，他们接受了 RBRT 方法的教学，对照组，他们接受了传统方法的教学。结果表明，RBRT方法对学生的英语阅读理解成绩有很强的影响。实验组在后测中的成绩显着提高，学生的成绩显示出较高的效应量。研究还发现，教师对教学情境的反思对提高学生的阅读理解成绩有相当大的影响。RBRT 方法可以成功地应用于课堂环境，以培养缅甸学生的英语阅读理解能力。