Enhancing Reading Comprehension Skills of Senior High School Students in China Through Retelling Technique
Abstract
Retelling is an effective technique used by teachers and learners. This study aimed to investigate the effectiveness of the retelling technique in enhancing reading skills of Chinese senior high school students’ literal and inferential comprehension, and their perceptions on this technique. This study is grounded in
a theoretical framework that integrates cognitive and constructivist learning processes as well as noticing hypotheses to support the investigation of the retelling technique as a technique to improve reading comprehension. Grade 11 students from a senior high school in Yunnan, China, were instructed in retelling for eleven weeks by following the retelling procedure from Fontenot: orientation, instruction, modeling, practicing retelling with feedback as well as practicing retelling independently. A paired sample t-test was employed to ascertain
a statistically significant difference between the pre-test and post-test. Mean and Standard Deviation were utilized to analyze quantitative data and a content analysis was employed to analyze qualitative data. Findings from a reading comprehension test revealed that retelling technique facilitated students’ literal and inferential reading comprehension, and a questionnaire yielded positive perceptions on its effectiveness. Literal comprehension improvement relied on pre-modified input, corrective feedback, and noticing; inferential comprehension improvement did on repetition and organization of story, construction of meaning
as well as interaction with others. The findings of this study suggest that teachers incorporate retelling techniques to enhance Chinese senior high school students' reading comprehension. Teachers are encouraged to teach paraphrasing skills, offer clear guidance, foster active participation, and provide timely corrective feedback in the process of instruction.
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