Maestría en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo · 2019
Strategy training to english language learners: consolidating reading strategies
The influence of reading strategies is significant since it has contributed to understanding how students can improve their reading comprehension level, what strategies students can use to read more efficiently, and what the best didactic strategies are in order to teach reading. This project reports on an action research study developed with seventh-grade students in a private school in Bogotá, Cundinamarca, Colombia. The participants are 16 male students, whose ages range from 11 to 13 years old. The project implemented a mixed action research approach. Data was gathered using interviews, tests, surveys, think-aloud protocols, students¿ artifacts, and teacher¿s journals. The results showed the positive effects of the teaching of metacognitive reading strategies in students¿ language learning process. The project aimed at helping students improve their reading awareness level, and be more efficient readers, letting teachers/educators obtain new insights into the teaching of reading strategies in specific contexts. Keywords: Reading instruction; metacognitive strategies; reading comprehension.
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Contenido
- Chapter 1: Introductionp. 10
- Introduction to the studyp. 10
- Rationale for the studyp. 12
- 1.2.1 Rationale for the problem of the studyp. 14
- 1.2.1.1. Needs analysis and problem statementp. 14
- Justification of the problem’s significancep. 17
- 1.2.2 Rationale for the strategy selected to address the problem of the studyp. 18
- Research question(s) and objective(s)p. 20
- Conclusionp. 20
- Chapter 2: Literature Reviewp. 21
- Introductionp. 21
- Theoretical frameworkp. 21
- 2.2.1 Readingp. 21
- 2.2.2 Reading comprehensionp. 23
- 2.2.3 Reading instructionp. 24
- 2.2.4 Metacognitive strategiesp. 25
- State of the artp. 27
- 2.3.1 On teaching reading, and strategies in the EFL classroomp. 27
- 2.3.2 Metacognitive instructionp. 30
- 2.3.3 National Experiencesp. 32
- 2.3.4 International Experiencesp. 34
- Conclusionp. 20
- Chapter 3: Research Designp. 36
- Introductionp. 21
- Contextp. 36
- 3.2.1 Type of studyp. 37
- 3.2.2 Participantsp. 37
- 3.2.3 Researcher’s rolep. 39
- 3.2.4 Ethical considerationsp. 39
- Data collection instrumentsp. 40
- 3.3.1 Description of instrumentsp. 40
- Surveysp. 40
- Standardized testsp. 41
- Interviewsp. 41
- Think-aloud protocolsp. 42
- Teacher Journalp. 43
- 3.3.2 Validation and pilotingp. 43
- Pre-implementation stagep. 44
- During the implementation stagep. 44
- The after stagep. 45
- Conclusionp. 20
- Chapter 4: Pedagogical Intervention and Implementationp. 47
- Introductionp. 21
- Visions of language, learning, and curriculump. 47
- 4.2.1 Vision of languagep. 47
- 4.2.2 Vision of learningp. 49
- 4.2.3 Vision of curriculump. 50
- Instructional designp. 51
- 4.3.1 Lesson planningp. 51
- 4.3.2 Implementationp. 53
- Conclusionp. 20
- Chapter 5: Results and Data Analysisp. 55
- Introductionp. 21
- Data management proceduresp. 56
- 5.2.1 Validationp. 56
- 5.2.2 Data analysis methodologyp. 57
- Categoriesp. 58
- 5.3.1 Overall category mappingp. 58
- 5.3.2 Discussion of categoriesp. 59
- Leads to the natural use of strategiesp. 60
- performance in readingp. 60
- Engagement in the academic challenges they may facep. 60
- Intentional use of strategiesp. 61
- Use of self-evaluationp. 63
- Complement in students learning processp. 64
- Reading strategies’ support for academic readingp. 65
- 5.3.3 Core categoryp. 66
- Conclusionp. 20
- Chapter 6: Conclusions and Pedagogical Implicationsp. 69
- Introductionp. 21
- Comparison of results with previous studies’ resultsp. 70
- Significance of the resultsp. 70
- Pedagogical challenges and recommendationsp. 71
- Research limitations on the present studyp. 72
- Further researchp. 73
- Conclusionp. 20
- Referencesp. 75
- Appendix A: Pre-implementation surveyp. 92
- Appendix B: Pre- implementation mock testp. 95
- Appendix C: Post- implementation mock testp. 97
- Appendix D: Pre implementation- interviewp. 99
- Appendix E: Post implementation interviewp. 100
- Appendix F: Example of a think aloud protocolp. 101
- Appendix G: Format for the teacher journalp. 103
- Appendix H: Example of a lesson planp. 105
- Appendix I: Coding following Grounded Theoryp. 123
- Figure 1. Final map of resultsp. 59
- Figure 2. Results in the pre and post testp. 61
- Table 1: Instruments used in every stage of the projectp. 45
- Table 2: Organization of the stages of the class during the implementationp. 51
- Table 3: Dates and activities of the projectp. 53