مسعود بحرینی

This study examines the effectiveness of the cyclic group work method in enhancing reading comprehension among Iranian high school EFL learners, grounded in the principles of micro-teaching (Allen, 1967). By dividing texts into manageable sections, the method structures a 90-minute dynamic classroom session where students engage in collaborative learning, peer questioning, and critical discussion under teacher supervision. The research employs a qualitative-analytical framework to evaluate how this seven-stage approach—incorporating homogeneous and heterogeneous grouping, iterative questioning, and collective feedback—aligns with micro-teaching’s core tenets: initiating behaviors, material presentation, consolidation, monitoring, and evaluation. Findings reveal that the method fosters exceptional student participation, as learners subconsciously strive to contribute within and across groups, internalizing material through active dialogue. The teacher’s dual role as facilitator and supervisor ensures mental and physical engagement, enabling sustained practice in reading and reasoned text analysis. The study bridges gaps in EFL research by adapting cyclic group strategies to Iran’s teacher-centered, resource-constrained context, demonstrating improved comprehension outcomes.