Investigating ofEffectofRetelling Technique onReadingComprehensionofIranian EFL Students

Little research has been done on whether the retelling technique can enhance English comprehension among L٢ readers. This study examined the impact of the retelling technique on English reading comprehension for 70 first grades of high school students from Iran. The study was conducted on intermediate female students. To achieve the purpose of the study, the researcher chose a sample of 85 subjects, which were reduced to 70 homogenous students. Then, the subjects were randomly assigned to one experimental and one control groups. Subjects in these groups were given a pretest at the beginning of the semester. In the following sessions, the students in the experimental group were trained in using retelling strategy along with seven texts, while the students in the control group had conventional techniques with the same texts. The results of data which analyzed by using t- test indicated a significant difference between these two groups. The results showed 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 draw connections between pieces of information introduced at different parts of the text.

کلیدواژه ها:

Reading comprehension ، Retelling ، Reading strategy ، Conventional teaching