Abstract
Retelling is a very important strategy especially in the English as a Second Language (ESL) classroom. This study investigates the effectiveness of retelling as a reading strategy for university students of ESL. Three A2 level, two B1 level and three B2 level students participated in the study. They were divided into two groups (Group A and B) according to their English language competence and other factors. Their retelling outcomes including oral, and written during 2 months period were collected and analyzed. During the study, students were being taught stories and asked to retell the stories orally and/or in writing through creative activities. The results show an improvement in the story structure, length of the retelling, reading comprehension, and confidence. Major improvement in vocabulary growth was found. Self-evaluations and observation indicate that the participants enjoyed story readings, their attitude toward reading became more positive, and they gained self-confidence. The results suggest that retelling could be a potentially useful reading strategy for ESL learners when creative activities are used.
References
- Reference 1- Zhuzhuna Gumbaridze- The introduction provides a good, generalized background of the topic that is crucial issue nowadays in teaching and learning process. The introduction helpfully explains the motivation for the research to current and potential fundings. The objective is clearly defined in the last sentence of the second paragraph. The methods are used appropriate to the aims of the article. Sufficient information is provided to reproduce the experiments described. The results of the paper are clearly explained and presented in an appropriate format. The findings are properly described. Activities presented in the article might be helpful for all English teachers. Conclusions of the study are supported by appropriate evidence. The literature cited is balanced.
Abstract
References
- Reference 1- Zhuzhuna Gumbaridze- The introduction provides a good, generalized background of the topic that is crucial issue nowadays in teaching and learning process. The introduction helpfully explains the motivation for the research to current and potential fundings. The objective is clearly defined in the last sentence of the second paragraph. The methods are used appropriate to the aims of the article. Sufficient information is provided to reproduce the experiments described. The results of the paper are clearly explained and presented in an appropriate format. The findings are properly described. Activities presented in the article might be helpful for all English teachers. Conclusions of the study are supported by appropriate evidence. The literature cited is balanced.
Details
| Primary Language | English |
|---|---|
| Subjects | Other Fields of Education |
| Journal Section | Articles |
| Authors | |
| Publication Date | January 7, 2023 |
| Submission Date | November 2, 2022 |
| Published in Issue | Year 2022Volume: 8 Issue: 24 |
Cited By
Written Retelling Strategy in Improving Reading Skill among ESL Students in Malaysia
Education Research International
https://doi.org/10.1155/2023/6694646
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