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|Title: ||The Impact of the Retelling Technique on Chinese Students’ English Reading Comprehension|
|Authors: ||Lu-Fang Lin|
|Contributors: ||NTOU:Institute of Applied English|
|Issue Date: ||2011-10-20T07:52:56Z
|Publisher: ||Asian EFL Journal|
|Abstract: ||abstract:Little research has been done on whether the retelling technique can enhance English comprehension among L2 readers. This study examined the impact of the retelling technique on English reading comprehension for 126 Chinese students from a Taiwanese university. Sixty five students were assigned to the experimental group and 61 to the control group. Both groups received the same learning content, but the technique differed; the experimental group had the retelling technique, while the control group had conventional techniques. All participants took reading comprehension pre- and post-tests, as well as a reading comprehension strategy questionnaire. The experimental group also wrote self-reports to describe their perceptions of using the retelling technique. The results show that retelling significantly improved the participants' text comprehension at the level of overall meaning. It also helped them to learn general concepts during reading and to retain a synopsis of the story in their memory after reading. The participants using retelling could distinguish better than control participants between overall and specific ideas. They also performed better in drawing connections between pieces of information introduced at different parts of the text. However, retelling did not improve the ability of participants to remember details of expository texts. Based on these results, the study makes recommendations to integrate retelling in L2 reading comprehension instruction.|
|Relation: ||12(2), pp.163~191|
|Appears in Collections:||[應用英語研究所] 期刊論文|
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