Publicación:
How reading comprehension is affected by means of ICT in question-answer relationship strategy in EFL classroom

Vista sencilla de ítem
dc.contributor.advisorAyala Zárate, Jairspa
dc.contributor.authorMiranda E., AlexanderMasculino
dc.date.accessioned2019-10-21T15:16:58Z
dc.date.available2019-10-21T15:16:58Z
dc.date.issued2017-11-02
dc.description114 p.spa
dc.description.abstractLa comprensión de lectura juega un papel trascendental en el aprendizaje de una lengua. Investigaciones anteriores han resaltado la importancia de estrategias de lectura y cómo los estudiantes deben ser entrenados en cómo aplicarlas para así mejorar su comprensión lectora. Sin embargo, se le ha dado poca atención al uso de la estrategia de relaciones pregunta-respuesta (QAR, por sus siglas en inglés) apoyada por TIC. El presente estudio cualitativo de investigación-acción utilizó diarios de profesor, encuestas y artefactos de estudiantes para recoger la información sobre el impacto de la estrategia QAR, aplicada en textos interactivos cortos, en la comprensión lectora de los estudiantes en un colegio público colombiano. La información fue analizada a través del planteamiento de la teoría fundamentada. Los resultados indicaron que los estudiantes mejoraron sus habilidades de comprensión lectora usando estrategias de lectura y aprendizaje colaborativo durante la clase.; sin embargo, los resultados en las evaluaciones no cambiaron. Esto lleva a la conclusión de que QAR apoyadas por TIC es un método efectivo para la comprensión lectora, no obstante, los estudiantes deben ser entrenados adecuadamente en su uso.spa
dc.description.abstractenglishReading comprehension plays a transcendent role in language learning. Previous research has highlighted the importance of reading strategies and how students must be trained in how to apply them in order to improve reading comprehension. However, little attention has been given to the use of question-answer relationships (QAR) strategy supported by ICT. The present qualitative action research study used a teacher’s journal, surveys, and students’ artifacts to collect data on the impact of QAR strategy applied in interactive short texts on reading comprehension of students in a Colombian public school. Data was analyzed using the grounded theory approach. Results indicated that students improved their reading comprehension skills through reading strategies, and collaborative learning while in-class; however, test scores did not change. This supports the fact that QAR supported by ICT is an effective approach to reading comprehension, however proper training should be given to studentsspa
dc.description.degreelevelMaestríaspa
dc.description.degreenameMagíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomospa
dc.description.educationareaHumanidades, lengua castellana e idiomas extranjerosspa
dc.description.educationaudienceEstudiantesspa
dc.description.educationcommunityAulaspa
dc.description.educationcommunityNivelspa
dc.description.educationcommunityInstituciónspa
dc.description.educationcommunityLocalidadspa
dc.description.educationcommunityCiudadspa
dc.description.educationcommunityPaísspa
dc.description.educationlevelMedia (10 y 11)spa
dc.description.educationotesLa estrategia QAR ha sido muy poco explorada por lo que la detallé bastante en el trabajo. Se podría aplicar como estrategia de comprensión de lectura en niños hasta educación media en cualquier asignatura.spa
dc.description.educationresearchEstudio cualitativospa
dc.description.educationsubjectProcesos de aprendizajespa
dc.description.educationsubjectRecursos educativos físicos o virtualesspa
dc.description.educationsubjectTecnologías de la Información y la Comunicaciónspa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositoriosed.educacionbogota.edu.co/handle/001/2758
dc.language.isoengspa
dc.publisherUniversidad de La Sabanaspa
dc.publisher.programMaestría en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomospa
dc.relation.referencesAn, S. (2013). Schema theory in reading. Theory and Practice in Language Studies, 3(1), 130– 134. https://doi.org/10.4304/tpls.3.1.130-134spa
dc.relation.referencesBarret, T. C. (1976). Taxonomy of reading comprehension. In C. Smith & T. C. Barrett (Eds.), Teaching reading in the midde class. Reading, MA: Addison-Wesley.spa
dc.relation.referencesBenito, Y. M., Foley, C. L., Craig, D., & Prescott, P. (1993). The effect of instruction in quest ion-answer relationships and metacognition on social studies comprehension. Journal of Research in Reading, 16(1), 20–29.spa
dc.relation.referencesBensoussan, M., & Ramraz, R. (1984). Testing EFL Reading Comprehension Using a MultipleChoice Rational Cloze. The Modern Language Journal, 68(3), 230–239. https://doi.org/10.1111/j.1540-4781.1984.tb01569.xspa
dc.relation.referencesBlaxter, L., Hughes, C., & Tight, M. (2010). How to research (4th ed.). Berkshire: Open University Press/McGraw-Hill Education.spa
dc.relation.referencesBlock, E. L. (1992). See how they read: Comprehension monitoring of L1 and L2 Readers. TESOL Quarterly, 26(2), 319–343. https://doi.org/10.2307/3587008spa
dc.relation.referencesBloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives, handbook I: The cognitive domain. New York: David McKay Co Inc.spa
dc.relation.referencesBrown, H. D. (2007). Principles of language learning and teaching (5th ed.). White Plains: Pearson Longman.spa
dc.relation.referencesBuehl, D. (2001). Classroom strategies for interactive learning. Delaware: International Reading Asociation.spa
dc.relation.referencesBurns, A. (2010). Doing action research in English language teaching?: A guide for practitioners. New York: Routledge.spa
dc.relation.referencesCarrell, P. L. (1983). Three components of background knowledge in reading comprehension. Language Learning, 33(2), 183–203. https://doi.org/10.1111/j.1467-1770.1983.tb00534.xspa
dc.relation.referencesCED-ARP. (2013). Proyecto educativo institucional, colegio Aldemar Rojas Plazas: Por una Colombia productiva y en paz [Institutional educational project, Aldemar Rojas Plazas school: for a productive and peaceful Colombia]. Retrieved from http://www.colegioaldemarrojasplazas.edu.co/doc/PEI2013.pdfspa
dc.relation.referencesCED-ARP. (2015). Enfoque pedagógico: aprender a aprender [pedagogical focus: learn to learn]. Retrieved from http://www.colegioaldemarrojasplazas.edu.co/doc/enfoque_pedagogico.pdfspa
dc.relation.referencesChan, V. (2000). Fostering learner autonomy in an ESL classroom. TESL Canada Journal, 18(1), 75–86. Retrieved from http://teslcanadajournal.ca/tesl/index.php/tesl/article/view/901/720spa
dc.relation.referencesCohen, L; Manion, L. & Morrison, K. (2007). Research methods in education (6th ed.). New York: Routledge.spa
dc.relation.referencesCoiro, J., & Dobler, E. (2007). Exploring the online reading comprehension strategies used by sixth-grade skilled readers to search for and locate information on the Internet. Reading Research Quarterly, 42(2), 214–257. https://doi.org/10.1598/RRQ.42.2.2spa
dc.relation.referencesCorbin, J. M., & Strauss, A. L. (2015). Basics of qualitative research?: techniques and procedures for developing grounded theory (4th ed.). Los Angeles: SAGE Publications.spa
dc.relation.referencesCortese, E. E. (2003). The application of Question-Answer Relationship strategies to pictures. Reading Teacher, 57(4), 374–380.spa
dc.relation.referencesCouncil, B. (2009). Teacher diary. Retrieved May 23, 2016, from https://www.teachingenglish.org.uk/article/teacher-diaryspa
dc.relation.referencesCraig, D. V. (2009). Action research essentials. San Francisco: Jossey-Bass.spa
dc.relation.referencesCreswell, J. W. (2009). Research design?: qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks: SAGE Publications.spa
dc.relation.referencesCummins, S., Streiff, M., & Ceprano, M. (2012). Understanding and applying the QAR strategy to improve test scores. Journal of Inquiry & Action in Education, 4(3), 18–26.spa
dc.relation.referencesDenzin, N. K., & Lincoln, Y. S. (2011). The Sage handbook of qualitative research (4th ed.). Thousand Oaks: SAGE Publications.spa
dc.relation.referencesDudeney, G., & Hockly, N. (2007). How to teach English with technology. Edinburgh Gate: Pearson/Longman.spa
dc.relation.referencesDuke, N., & Pearson, P. D. (2002). Effective strategies for developing reading comprehension. In What research has to say about reading instruction (3rd ed., pp. 205–242). Newark: International Reading Asociation.spa
dc.relation.referencesEcheverri Acosta, L. M., & McNulty Ferri, M. (2010). Reading Strategies to Develop Higher Thinking Skills for Reading Comprehension. PROFILE Issues in Teachers’ Professional Development, 12, 107–123.spa
dc.relation.referencesEmerson, R. M., Fretz, R. I., & Shaw, L. L. (2011). Writing ethnographic fieldnotes (2nd ed.). Chicago: University of Chicago.spa
dc.relation.referencesGao, Y. (2013). The effect of summary writing on reading comprehension: The role of mediation in EFL classroom. Reading Improvement, 50(2), 43–47.spa
dc.relation.referencesGlaser, B. (2002). Conceptualization: On Theory and Theorizing Using Grounded Theory. International Journal of Qualitative Methods, 1(2), 1–31.spa
dc.relation.referencesGlaser, B. G., & Strauss, A. L. (1967). The Discovery of Grounded Theory: strategies for qualitative research. New Jersey: AldineTransaction.spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadasspa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.sourcehttp://hdl.handle.net/10818/31910spa
dc.subject.keywordsICT toolsspa
dc.subject.keywordsQuestion-Answer Relationshipsspa
dc.subject.keywordsReading comprehensionspa
dc.subject.lembComprensión de lectura
dc.subject.lembNuevas tecnologías de la información y de la comunicación
dc.subject.lembInnovaciones educativas
dc.subject.proposalComprensión lectoraspa
dc.subject.proposalHerramientas TICspa
dc.subject.proposalRelaciones pregunta-respuestaspa
dc.titleHow reading comprehension is affected by means of ICT in question-answer relationship strategy in EFL classroomspa
dc.typeTrabajo de grado - Maestríaspa
dc.type.dcmi-type-vocabularyTextspa
dc.type.driverinfo:eu-repo/semantics/masterThesisspa
dc.type.versioninfo:eu-repo/semantics/publishedVersionspa
dspace.entity.typePublication
Archivos
Bloque original
Mostrando 1 - 1 de 1
No hay miniatura disponible
Nombre:
Alexander Miranda E. (Tesis).pdf
Tamaño:
1.78 MB
Formato:
Adobe Portable Document Format
Descripción:
Descargar
Bloque de licencias
Mostrando 1 - 1 de 1
No hay miniatura disponible
Nombre:
license.txt
Tamaño:
1.71 KB
Formato:
Item-specific license agreed upon to submission
Descripción:
Descargar
Colecciones
H.A.A. Tesis de Maestría