El reporte de esta experiencia muestra una secuencia didáctica puesta en práctica durante el periodo académico 2021-2022 con estudiantes de una institución superior pública en la provincia de Los Ríos, Ecuador, en las clases de inglés 1 (A1). El objetivo de esta secuencia didáctica fue motivar a dos grupos de estudiantes de la carrera de Educación Básica a escribir a través del uso de comics en las clases de inglés. En esta actividad participaron de 81 estudiantes (N=81). Esta secuencia tuvo una duración de tres semanas clase, un total de 12 horas. Debido a la Pandemia del Covid-19 los cursos fueron impartidos de manera online a través de la plataforma Zoom. Al finalizar la actividad, se usó un cuestionario como instrumento de recolección de datos. Los resultados demostraron efectos positivos en los estudiantes, como la motivación, concientización de su propio aprendizaje, y autonomía. Este estudio motiva a docentes a usar comics para mejorar la enseñanza de inglés en la educación superior y perfeccionar la competencia del idioma inglés.
Reading and vocabulary have long been considered an intrinsic connection to help students acquire the language, but the literature suggests vocabulary as a pivotal feature to guarantee reading comprehension. This research study from a master's dissertation tried to explain the gains and perceptions of integrated vocabulary instruction on reading comprehension performance. To accomplish the aim of the study, sixty-six A1 EFL students from a rural public school in their first baccalaureate year were selected and assigned into two groups (traditional and integrated). All participants took part in eight reading lessons with their designated vocabulary instruction. After each class, they took a reading comprehension test based on literal comprehension questions. Moreover, at the end of the research, the perceptions of the experimental group (integrated instruction) were gathered. After analyzing the data, this study found that integrated vocabulary instruction can lead to higher reading comprehension achievement at a beginner level of proficiency. Moreover, this research proposes an extensive study on the benefits of integrated instruction when working with upper proficiency levels.
This study aimed to elicit students’ perspectives on learning English online at Quevedo Technical University. The researchers examined their modality preference, technological issues, and the positives and negatives of this mode. Also, explored students’ assumptions regarding best knowledge and retention. The researchers employed a quantitative and qualitative methodology. They distributed a questionnaire to collect data among students of the seventh-level of English course. The participants were asked to fill out a 5-point Likert scale questionnaire and four open-ended questions to support students’ answers in the first part. The questionnaire also included an additional unnumbed item to know the learners´ perception about what mode retains the most and best knowledge. The findings showed a preference for online learning besides technical problems such as the internet. Learners find now more positive things to learn from home remotely than negative ones. Saving time, and money, reviewing classes on their own time, and flexibility are the most positive aspects of online learning.
This scientific article examines the relationship between psychology and the study of the English language from a multidisciplinary perspective. The aim is to understand how psychological processes affect the learning and use of the English language, and how these in turn can influence the psychology of individuals. A mixed methodology combining qualitative and quantitative methods is employed to collect and analyze relevant data. The results suggest that English language psychology is a complex and constantly evolving field, where cognitive, emotional, social and cultural factors interact to determine the way individuals learn, use and perceive the language. These findings have important implications for education, intercultural communication and personal development. It is concluded that the study of English language psychology is crucial to understanding the complexity of the linguistic and psychological processes involved in learning and using English as a second language.
El presente estudio cuantitativo experimental busco explorar los efectos de la instrucción de vocabulario integrado en el desempeño de la comprensión lectora de estudiantes con nivel A1 de inglés como idioma extranjero en un colegio público rural en Ecuador. Los participantes fueron estudiantes entre 15 y 17 años en su primer año de bachillerato, todos ellos fueron seleccionados por un muestreo a conveniencia. Los participantes estuvieron divididos en dos grupos (tradicional e integrado) y se les solicitó participar en ocho lecciones de lectura. Después de cada clase, los estudiantes participaron en una prueba de comprensión lectora basada en tareas de comprensión literal. Además, las percepciones del grupo experimental fueron analizadas mediante un cuestionario. Adicionalmente, se utilizó una escala de conocimientos de vocabulario (VKS) tres veces para medir el conocimiento previo, el aprendizaje y la retención de palabras. Este estudio encontró que la instrucción de vocabulario integrado mejora la comprensión de lectura de los estudiantes, y es beneficiosa para el aprendizaje y retención de vocabulario. Por otra parte, este trabajo de investigación propone un estudio adicional sobre los beneficios de una instrucción integrada al trabajar con niveles superiores de competencia. Palabras clave: lectura, instrucción de vocabulario, comprensión lectora, percepciones. ABSTRACT This experimental quantitative study explored the effects of an integrated vocabulary instruction on reading comprehension performance of A1 EFL learners in a rural public school in Ecuador. The participants of this study were students between 15 and 17 years old in their first baccalaureate year, all of them were selected by convenience sampling. The participants were divided into two groups (traditional and integrated) and asked to participate in eight reading lessons with their designated vocabulary instruction. After each class, they took part in a reading comprehension test based on literal comprehension questions. Moreover, the perceptions from the experimental group were gathered by a questionnaire. Additionally, a vocabulary knowledge scale (VKS) was used three times to measure previous knowledge, learning, and retention of words. This study shows that an integrated vocabulary instruction improves learners´ reading comprehension, and it is beneficial for vocabulary learning and retention. Furthermore, this research work proposes a further study on the benefits of an integrated instruction by working with upper levels of proficiency.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.