(Skkn 2023) applying retelling technique in teaching postreading in tieng anh 10 (global success) at dien chau ii high school

INTRODUCTION

Research questions

1 What is the benefits of retelling strategy in teaching post-reading?

2 Do the retelling strategy help students to improve their reading comprehension?

3 To what extent, if at all, do retelling products show evidence of: increased confidence in reading? or increased confidence in oral (story telling)?

Organization of the Study

Part I: Introduction, presents the rationale for the study, the aims, research questions, scope and significance, methodology and organization of the study

Part II: Content, consists of the following chapters:

Chapter 1: Literature review, presents the theoretical background of reading skills Chapter 2: Research Methodology, focuses on the current situations of teaching reading skills at Dien Chau 2 High School, the participants, the instruments and data collection procedure

Part III: Conclusion: summarizes all the issues in the research and further suggestions.

THE CONTENT

METHODOLOGY

The research involved collaboration with several teachers and 85 students, excluding the researcher Two types of questionnaires were developed to gather information for the study All participants had experience teaching reading skills to tenth-grade learners using the textbook "Tieng Anh 10."

During the study, two grade ten classes were involved, and to ensure reliable variables, it was essential to include more than half of the classes in the survey To maintain objectivity, judgmental sampling was not feasible due to the differing levels of the classes; therefore, random sampling was employed to select the classes.

The data collection process utilized a survey method with self-administered questionnaires for both teachers and students Additionally, classroom observations were conducted to assess the teachers' management of reading periods and the students' engagement, as well as to identify any challenges faced Personal discussions with individual teachers could have provided deeper insights into the issues related to teaching post-reading skills.

In short, three measurement instruments were developed for data collection:

(3) Pre- tests and post tests

The study utilized two types of questionnaires featuring both closed and open-ended questions The teacher questionnaire was composed in English, whereas the student questionnaire was written in Vietnamese to ensure clear comprehension of the questions by the students.

Questionnaire designed for teachers aimed at seeking information of work experience, teachers’ attitudes towards the reading sections in the textbook English

10, and the problems they confronted with in the process of teaching post- reading skills

A questionnaire was conducted to assess students' perceptions of the significance of reading skills in learning English as a mandatory subject in school It also evaluated their current speaking competence and identified the challenges they face in developing reading skills.

The researcher conducted classroom observations in two reading classes, capturing photos of various activities These included the teacher's presentation of reading lessons, the questions and explanations provided by the teacher, and the students' performance in English.

To address the first research question, the researcher employed two data collection instruments: a pre-test and a post-test The pre-test, conducted at the experiment's outset, assessed students' initial proficiency levels, while the post-test, administered after four weeks, evaluated changes in performance Both tests were designed to be similar in format and difficulty, allowing for a reliable comparison of proficiency at two distinct time points.

Data collecting methods used for the study comprised survey questionnaire, classroom observations and tests

In the initial week, students completed a survey and a pre-test consisting of 5 questions to be answered in 7 minutes during an English lesson The reading comprehension pre-test featured 2 passages and 5 questions, allowing 10 minutes for completion, with each correct answer worth 2 points Over the following three weeks, the researcher implemented various strategies to address the students' reading comprehension challenges.

At the conclusion of the four-week experiment, students from classes 10ZC1 and 10C3 participated in a post-test focused on reading comprehension and the application of various reading strategies The researcher then compared and analyzed the results from both tests to assess any improvements in the students' reading proficiency.

Classroom observations were carried out over three weeks, focusing on one lesson per class for two teachers Each teacher participated in a single interview on the final day of observations Subsequently, a questionnaire was developed for both students and teachers based on the insights gained from the classroom observations.

THE SOLUTION

Retelling a story involves three key components: summarizing, paraphrasing, and retelling itself While these elements are interconnected, they differ in their processes Mastering summarizing, retelling, and paraphrasing is essential for readers at all levels, including college students and beyond.

Second, students learn story structures which are consisted of plot, point of view, setting, characteristic, and ending, and students begin doing the story's mind mapping, role play, and discussion

Third, students perform in the story retelling accordingly and a teacher gives feedback after students finish producing story retelling

1 Introduction: a teacher needs to explain the objective and the contents that students must study each lesson and students try to think about retelling Teachers should familiarize students with retelling introduction; how to focus on the main idea, how to support students, and how they work and how to connect to the logic 2 Chalk talks: a teacher teaches by drawing during guideline the story retelling on the board (Morrow 1981)

3 Prop stories: a teacher uses story retelling as a prop such as toys, animals, and staff of the story in order to help the narrator retells characters of the story (Morrow

4 Puppet Stories: Teachers help students by preparing many kinds of puppet such as hand puppets, stick puppets, finger puppets so this way help students who are shy to feel more relax during doing story retelling (Morrow 1981)

Guideline retelling or while retelling:

1 Students will learn story structures which are consisted of plot, point of view, setting, characteristic, and ending Teachers also provide students with the questions for guideline

2 Story’s mind map: it motivates students to story retelling from their imagination and retells their ideas from the free thinking (Isbel 2002)

3 Role plays: it is the act out of characteristics from stories or real-life situation that students need to do it in the learning process (Morrow 1985, Pellegrini, and Galda

4 Discussion (sharing ideas): it supports the ability of retelling by doing the previous and post discussion from stories (Mitchell and Morrow 1984:1985)

After retelling or Post retelling:

1 Retelling in independently: students retell stories independently in class

2 Teachers give feedback to students after they finish produce retelling There are many techniques which include a lot of fun in class, though it is used by teachers, students, and audiences in a personal or in a group Teachers have known to promote story retelling techniques to encourage students to retell the story (Morrow 1981)

3.2 The types of retelling technique:

3.2.1 Types of Retelling and the Implementation

The variations of retelling can be categorized into several types (Mowbray, 2010; Manyrawi, 2013) There are various forms of retellings which is presented in table 1

Oral to Oral Listening to spoken material and retelling it orally

Oral to written Listening to spoken material and retelling it in written forms

Oral to Drama Listening to spoken material and retelling it through playing drama

Oral to Drawing Listening to spoken material and retelling it through drawing

Reading to Oral Reading a written material and retelling it orally

Reading to Written Reading a written material and retelling it in written forms

Viewing to Oral Viewing a film and retelling it orally

Viewing to written Viewing a film and retelling it in writing

Retelling is a crucial reading comprehension strategy that involves a similar process regardless of the format—oral, written, or drawing The reader begins by engaging with the text to create a new retold version However, the complexity varies: written retelling demands full sentences and the use of various grammatical structures, such as subordinate and relative clauses, while oral retelling requires more elaboration in speech In contrast, drawing as a retelling format allows students to express their understanding creatively through illustrations This article will explore two primary types of retelling from reading activities: Reading to Oral Retelling and Reading to Written Retelling.

The oral retelling technique is commonly used after reading, allowing learners to verbally recount their recollections of a story, article, or text This method necessitates that students read a text, recall its main ideas, process the information, and then articulate their understanding through either monologue or dialogue Additionally, the written retelling technique serves as another effective approach for reinforcing comprehension.

The written retelling technique enhances students' language skills by requiring them to rewrite or recreate passages they have read, thereby revealing their weaknesses for teachers to address This method not only stimulates students' mental and creative abilities but also enables teachers to nurture and develop these skills effectively.

There are a number of ways in which telling strategy can enhance intercultural understanding and communication Such as:

- Retelling provides an opportunity for readers to process what they have read by organizing and explaining it to others

- Retelling develops student’s story grammar because they must identify crucial points and the support information It also reinforces sequencing since it demands remembering information, events, and processes

- It encourages interacting with the text from a variety of perspectives: their own, their audience’s, and the author’s

Retelling enhances reading skills by requiring students to engage in repeated readings, which fosters fluency Additionally, retelling serves as an effective assessment tool, as it allows students to demonstrate their understanding of the text through their recitation.

Other benefits of using telling strategy in the classroom

 Promote a feeling of well-being and relaxation

 Increase students 's willingness to communicate thoughts and feelings

 Encourage use of imagination and creativity

3.3 How to apply Retelling technique in teaching post-reading in Tieng Anh 10 (global success)

The example of activity in teaching post-reading using retelling technique

The Procedure of Oral Retelling Strategy

Reading Stages Teachers’ Activities Students’ Activities

Activity 1: Ask the students to work in group

The teacher gives a set of cue card for each group

Activity 2: Ask the students to retell the reading based on the card taken by each student

Activity 3: The teacher leads classroom discussion to clarify students understanding

Activity 1: The students will work in groups

Activity 2: The students will retell the reading based on the card taken by each student

 The other students will listen and wait their turn to retell their part

Activity3: The students follow classroom discussion to clarify and wrap up their understanding Last, the students do the multiple-choice recall test to measure their understanding

The Procedure of written Retelling Strategy

 Activity 1: Ask the students to work in pairs

 The teacher asks the students to write what they have got from the text in a blank paper

 Ask the students to exchange their paper with partner and give feedback each other

 Activity 2:Discussion about the information that the students miss from the text

 Ask them to re-read

 Activity 3: Ask the students to add the information they miss from the text

 The teacher gives recall test

 Activity 1: The students will work in pairs

 The students will write about the information they get in a blank paper

 The students will exchange their paper with the partner

 The students will read their friends‟ paper

 The students will give feedback each other about the content of the information

 Activity2: The students follow the class discussion

 The students re-read the text to find out information which they miss

 Activity 3: The students will add information they missed from the text

 The students do multiple choice test to measure their understanding.

global success

UNIT 7: VIET NAM AND INTERNATIONAL ORGANISATIONS

Stages Stage aims PROCRDURE Time

Ss use the ideas and language in the reading to write about their own papers

Step 1: Ask the students to work in groups and write what they have got from the text in brief

Teacher explains what students have to do to fill in the card

Step 2: Ask the students to exchange their paper with partner and give feedback each other

Step 3: Discussion about the information that the students miss from the text and add the missing information

Step 4: The teacher gives recall test, then gives final comments on the discussion

UNIT 8 : NEW WAYS TO LEARN Lesson 3: Reading

- Check students’ understandin g about the reading passage

- To help some students enhance presentation skills

- To give students authentic practice in using target language

Step 1: Ask the students to work in groups

Write what they have got from the text in brief

Teacher explains what students must do to fill in the card Teacher can give some questions:

1.Think about what happen in the passage?

2 What are the important parts?

3 What is the passage about and what did you learn from it?

Step 2: Ask the students to retell the reading based on the card taken by each student

Step 3: The other students will listen and wait their turn to retell their part

Step 4: The teacher leads classroom discussion to clarify students understanding

Step 5: The teacher gives re-call test, then gives final comments on the discussion

Unit 9: PROTECTING THE ENVIROMENT Lesson 3: READING

- To help Ss use the ideas and language in the reading to talk about the most serious environmental problem in Viet Nam

- Check Ss’ understanding of the reading passage

Write what you have got from the text in brief

Teacher explains what students must do to fill in the card

Teacher can give some questions:

1.Think about what happen in the passage?

2.What are the important parts?

3.What the passage about and what did you learn from it?

- To help students use the language and ideas from the unit to make suggestions for more eco-friendly tours

TASK 4: Written retelling the text

Write what you have got from the text in brief

Teacher explains what students have to do to fill in the card Teacher can give some questions:

3.5 Demonstrations of some activities in classes after applying the retelling strategy

Some colorful papers created by students:

3.6 SURVEY THE URGENCY AND FEASIBILITY OF PROPOSED SOLUTIONS

The purpose of the survey is to gather information about how retelling strategy can enhance students' reading skill and help teacher in teaching post-reading in English

10 The survey aims to understand the current state of retelling strategy among students in this subject and identify effective strategies for teaching post-reading The survey may also explore any barriers or challenges that may exist in implementing these activities and seek to provide recommendations for addressing them Ultimately, the goal of the survey is to help teachers and educators develop effective strategies for improving their reading comprehension in English 10 and increasing their oral and written reading

The survey content focuses on 02 main issues:

1 Are the proposed solutions really urgent to the current research problem?

2 Are the proposed solutions feasible to the current research problem?

2.2 Survey methods and rating scales

The method used for the survey is Exchange by questionnaire; with a scale of 04 levels (corresponding to scores from 1 to 4):

Not urgent; Less urgent; Urgent and Very urgent Not feasible; Less feasible; Feasible and Very Viable

- Calculate the average score 𝑥̅ according to software Average

- Survey the urgency and feasibility of the proposed solution

+ Survey form for teachers : https://forms.gle/AMKcj28kLsAGR2Mt8

Question 1: According to the teachers, is it really necessary to adjust post-reading activity to make the lesson more lively and attractive in Tieng Anh 10 ?

Not urgent Less urgent Urgent Very urgent

Question 2: Is it feasible to apply the retelling techniques in post- reading?

Little feasible Feasible Very feasible

- Survey Forms for Students (Handouts)

Question 1: In your opinion, is it really necessary to adjust post-reading activity to make the lesson more lively and attractive in Tieng Anh 10 ?

Question 2: In your opinion, is it feasible to apply the retelling techniques in post- reading?

Not feasible Little feasible Feasible Very feasible

3.Respondents: Compilation of survey subjects

1 English teachers of 4 high schools 15

2 10 th grade students, at experimental classes at the work school

4.Survey results on the urgency and feasibility of proposed solutions

4.1 The urgency of the proposed solution: Assess the urgency of the proposed solution

Question 1: According to the teachers, is it really necessary to adjust post-reading activity to make the lesson livelier and more attractive in Tieng Anh 10?

Less urgent Urgent Very urgent

Question 1: In your opinion, is it really necessary to adjust post- reading activity to make the lesson livelier and more attractive in Tieng Anh 10?

Less urgent Urgent Very urgent 0/125 0/125 25/125 100/125

Table 3: Calculate average score 𝑥̅ by Average software

According to the teachers, is it really necessary to adjust post-reading activity to make the lesson livelier and more attractive in Tieng Anh 10?

Question 1: In your opinion, is it really necessary to adjust post-reading activity to make the lesson livelier and more attractive in Tieng

From the data obtained in the table above, the following observations can be drawn:

Table 1 displays the findings of a survey aimed at evaluating the necessity of researching methods to boost students' creativity through experiential activities in English 10 project sections It outlines various proposed solutions along with a degree scale categorized as Not Urgent, Less Urgent, Urgent, and Very Urgent The accompanying numbers reflect the responses from participants regarding the urgency of each proposed solution.

The proposed solution involves conducting a study aimed at enhancing students' creativity through experiential activities in English 10 project sections Survey results indicate that 14 out of 15 teachers view this study as urgent or very urgent, highlighting the necessity for immediate action to implement this initiative.

The average scores of the four levels are: 0.1+1.2+8.3+6.4

Table 2 displays the findings of a survey aimed at evaluating the necessity of a study focused on boosting students' creativity through experiential activities in English 10 project sections It outlines various proposed solutions along with a degree scale categorized as Not Urgent, Less Urgent, Urgent, and Very Urgent The accompanying numbers represent the count of respondents who selected each urgency level for the suggested solutions.

The proposed solution involves conducting a study aimed at enhancing students' creativity through experiential activities in English 10 project sections Survey results indicate that 100 out of 125 students (80%) view this study as very urgent, while 25 students (20%) consider it urgent Notably, no students deemed the solution as not urgent or less urgent, highlighting the strong consensus among students on the immediate need for this initiative.

Both teachers and students overwhelmingly agree on the necessity of implementing strategies to enhance reading comprehension performance in university entrance exams The significant number of respondents who view this as an urgent matter highlights its importance and the need for immediate attention.

Assess the feasibility of proposed solutions

According to the teachers, is it feasible to apply the retelling technique in teaching post- reading stage in Tieng Anh 10?

In your opinion, is it feasible to apply the retelling technique in teaching post- reading stage in Tieng Anh 10?

Little feasible Feasible Very feasible 0/125 0/125 25/125 100/125

Table 3: Calculate average score 𝑥̅ by Average software

According to the teachers, is it feasible to apply the retelling technique in teaching post- reading stage in Tieng Anh 10?

In your opinion, is it feasible to apply the retelling technique in teaching post- reading stage in Tieng Anh 10?

From the data obtained in the table above, the following observations can be drawn:

Table 1 displays the findings of a survey aimed at evaluating the feasibility of a study focused on boosting students' creativity through experiential activities in English 10 project sections It outlines various proposed solutions along with a degree scale categorized as Not Feasible, Little Feasible, Feasible, and Very Feasible The accompanying numbers represent the count of respondents selecting each category for the suggested solutions.

Table 2 shows the responses of students regarding the feasibility of a study aimed at enhancing students' creativity through experienced activities in project section in English 10

Based on the table, it can be inferred that the majority of the students (100/125) believe that the study is very feasible, while 25/125 students find it feasible

The survey results indicate a high feasibility for the proposed solution, with an average score of 3.78 for teachers and 3.68 for students.

Further research on the implementation of both retelling strategies is essential due to the contradictory findings in previous studies These varying results are influenced by multiple factors, with the teachers' diverse abilities to apply each strategy being a significant one To achieve better outcomes, it is crucial for teachers to optimally implement both strategies This will enable us to obtain more reliable research results regarding the effectiveness of each approach.

Before the experiment, English learners struggled with reading due to a lack of theoretical guidance from teachers When tasked with retelling news paragraphs, they often felt fearful and spoke in low voices Additionally, they had difficulty reorganizing the material, leaving them feeling confused Interviews revealed that retelling practice was infrequent in class due to time constraints, and students primarily focused on memorizing vocabulary However, the absence of a supportive language environment led to a cycle of short-term memorization, where they would forget words shortly after learning them.

After the experiment, students demonstrated significant progress in their retelling skills, speaking more fluently and confidently while effectively utilizing basic retelling strategies The extensive retelling training in class has notably enhanced both their oral expression and listening abilities, while also stimulating their overall engagement in the learning process.

‘learning interests in English The atmosphere of classroom was very lively, and students were very happy because they have opportunity to exercise their oral English in classroom

To effectively implement the retelling method in English listening teaching, teachers must focus on fostering a positive attitude among students towards this approach It is essential for students to embrace the retelling method, recognizing its long-term benefits However, the results of this method will not be immediate; consistent training over time is necessary for students to reach their goals Therefore, teachers should provide ongoing encouragement and guidance throughout the learning process.

Teachers should carefully select retelling materials based on students' abilities Initially, it's best to use shorter sentences with fewer new words to engage students and build their confidence Starting with simpler stories can capture their interest, while progressively introducing longer narratives and incorporating subjects like science, technology, history, and geography can enhance content diversity This approach allows for adaptation to various levels of English learning among students.

To effectively build students' confidence, teachers should avoid interrupting them during retelling, allowing their thoughts to flow uninterrupted Providing appropriate praise is essential, and corrections should be delivered in a gentle manner to preserve students' enthusiasm This approach fosters a supportive environment where every student feels confident to participate and express themselves freely.

(6) Pay attention to the cooperation among students and improve their efficiency

Effective teaching relies on a strong relationship between teachers and students, fostering an environment where students' imagination and creativity can flourish Retelling information is a complex task, so it is essential for teachers to concentrate on their students' needs and abilities.

FINDINGS AND DISCUSSION

This study indicates that the retelling strategy significantly enhances literacy growth and reading confidence among English language learners, similar to its effectiveness with mainstream English-speaking students By engaging students' mental and creative skills, this technique also enables teachers to nurture these abilities effectively.

Story retelling is a crucial strategy that enhances students' text comprehension, information retention, and writing skills Research indicates that mastering retelling can lead to improved academic performance, particularly in examinations across various subjects, not just in English This technique encourages students to actively engage with language by rewriting or recreating passages, allowing teachers to identify and address individual weaknesses Additionally, it fosters students' mental and creative abilities, enabling educators to nurture these skills effectively.

To enhance student performance in reading and writing, it is essential for policymakers, educators, and stakeholders in the education sector to adopt story retelling strategies and other literature-based instruction methods across all school levels, particularly in primary and secondary education This approach will enable students to better comprehend texts, ultimately fostering their development as proficient readers and writers.

CONCLUSION

This study indicates that the retelling strategy significantly enhances literacy growth and reading confidence among English language learners, similar to its effectiveness with mainstream English-speaking students By engaging students' mental and creative skills, this technique also enables teachers to nurture these abilities effectively.

Story retelling is a vital strategy that enhances students' text comprehension, information retention, and writing skills Research indicates that mastering retelling can lead to improved academic performance, particularly in examinations across various subjects, not just in English This technique encourages students to actively engage with language by rewriting or recreating passages, allowing teachers to identify and address individual weaknesses Additionally, it fosters students' mental and creative abilities, enabling educators to nurture these skills effectively.

To enhance student performance in reading and writing, it is essential for policymakers, educators, and stakeholders in the education sector to adopt story retelling strategies and other elements of literature-based instruction across all school levels, particularly in primary and secondary education This approach will enable students to better comprehend texts, ultimately fostering their development as proficient readers and writers.

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1.What is the effectiveness of post-reading activities?

Circle all the statements that are true for you

After reading, I like to read more books by the same author

After reading, I like to share my ideas and thought by writing them down

After reading, I like to share my ideas and thought by talking to a friend

 After reading, I like to share my ideas and thought by taking part in online chats

 After reading, I like to share my ideas and thought by taking part in literature circles

 After reading, I like to share my ideas and thought by taking part in class discussion

1 What post-reading activities do you prefer to take part in?

Rank these activities in the order of your favor

2 What difficulties do you face when taking part in post-reading activities?

 I find it hard to express my ideas in English

 I find it hard to understand the plot of the story (cultural aspect)

 Some reading passages are too difficult for me to fully understand

3 What do you do to overcome these difficulties?

Ask teachers and peers for help

 Study more about some Western culture

Read the passage and choose the best answer:

Ludwig van Beethoven, born in Bonn, Germany, in 1770, faced an unhappy childhood marked by his father's alcoholism Despite these challenges, his exceptional musical talent emerged early, leading him to become a skilled pianist In 1792, he relocated to Vienna to study under the renowned composer Joseph Haydn, where he began composing his own music Beethoven quickly gained admiration for his powerful and dramatic compositions.

Beethoven faced significant challenges throughout his life, including frequent illness and depression, which hindered his personal relationships and quest for marriage Just as he achieved remarkable success, he began to lose his hearing, a devastating blow for any musician This loss ultimately marked the end of his performing career.

Despite his hearing loss, Beethoven continued to compose music, producing works that were even more profound and expressive His compositions conveyed a wide range of emotions, from joy to sadness, and he consistently created bold masterpieces In addition to his piano works, Beethoven also composed string quartets and various forms of chamber music.

Chamber music is composed for small ensembles, making it suitable for performance in homes or intimate venues In addition to chamber works, Beethoven created songs, two masses, an opera, and nine remarkable symphonies.

1 Which of the following best describes Beethoven's life according to the passage?

A talented, powerful and challenging B emotional, dramatic, and outstanding

C unhappy, stressful, but successful D talented, outstanding, and successful

2 The phrase "was over" in the passage mostly means

3 What happened after Beethoven lost his hearing according to the passage?

A He became a famous talented performer on the piano

B He started writing music for his own performance only

C His music became more and more impressive and emotional

D His music was better, more impressive and varied in types

4 Which of the following is true about Beethoven's music according to the reading?

A It was strongly affected by that of other famous musicians

B It helped Beethoven enjoy a life with luxuries and comforts

C It expressed ideas and emotions, praised freedom and equality

D It set a standard by which all other composers measured their work

Read the passage and choose the best answer:

Music encompasses a wide range of emotions, including happiness, sadness, and romance It is often defined as an artful arrangement of sounds that our ears interpret in various ways, such as loud or soft and high or low For sounds to be considered music, they must follow a pattern over time Similar to language, music serves as a unique form of human communication, with diverse genres like jazz, rock, classical, folk, and country, each possessing its own distinct rules.

“speaks” to us in its own way

Music is perceived differently across cultures, with what is familiar to Americans potentially sounding unusual to others For instance, Indonesian gamelan orchestras utilize gongs, drums, and xylophones, contrasting sharply with traditional North American orchestras Modern communication technologies enable global access to diverse music, allowing cross-cultural influences A notable example is the impact of Indonesian gamelan music on 20th-century American composers like John Cage.

1 Which of the following is given a definition in paragraph 1?

2 The word "interpret" in the passage is closest in meaning to

3 What has enabled music of one nation to influence that of another?

4 Why is John Cage mentioned in last paragraph ?

A To show how he has an influence on Indonesian music

B To represent famous music composers in the 20th century

C To illustrate how music from one region can influence that of another

D To suggest that Indonesian music is related to American music

5 Which is the best title for last paragraph?

A Music depend on where we live

B Music plays an important role in life

C Music from one part of the world influences music from another part

APPENDIX 4 SURVEY THE URGENCY AND FEASIBILITY

OF PROPOSED SOLUTIONS ( for students )

Read carefully and answer the following questions correctly by ticking (X) uniquely in the box of the selected option

In your opinion, is it really necessary to adjust post-reading activity to make the lesson livelier and more attractive in Tieng

In your opinion, is it feasible to apply the retelling technique in teaching post- reading stage in

Tiêu đề	Applying Retelling Technique in Teaching Postreading in Tieng Anh 10 (Global Success) at Dien Chau II High School
Tác giả	Nguyen Thi Thuy
Trường học	Dien Chau II High School
Chuyên ngành	Scope: Theory and Methodology of Teaching English
Thể loại	Teaching initiative
Năm xuất bản	2022-2023
Thành phố	Nghe An

Định dạng
Số trang	54
Dung lượng	3,66 MB