Elementos favorables para la comprensión lectora de textos en inglés en un curso virtual

Abstract

El objetivo en este estudio fue favorecer la comprensión lectora (CL) de textos en el idioma inglés en 12 estudiantes hispano parlantes con nivel A2 del MCE, mediante un curso virtual compuesto por la metodología PPP de enseñanza, situaciones prácticas aplicadas, análisis de los procesos cognitivos subyacentes a los ejercicios por parte de los participantes, retroalimentación continua y, todo ello, bajo el modelo de lectura interactivo. La evaluación de la CL se hizo antes y después del curso. El resultado fueron diez participantes aprobados en el examen de comprensión lectora nivel B1 del MCE.

Augmented Reality for Quechua Language Teaching-Learning: A Systematic Review

“…Similarly, in [64] it proved to be very efficient and productive since it aims to complement reality but not replace it. In [74] showed that applying RA allows better retention of knowledge, which agrees with [48] where it was shown that it generates better understanding, innovative study habits, and positive attitude, likewise [7][60] mentioned that it generates better reading comprehension, which agrees with [12] where they found that readers enjoy what they read, thus developing critical thinking, Similarly, in [78] they indicated that it is a dynamic way of TL in a new language. In [61] they showed that games with AR generate interest and motivation to learn a new language, which allows them to better grasp the terminologies, in the study [76] they showed that this type of technology reduces the levels of anxiety and stress generated by the TL process in a student and also improves creativity and increases the commitment to continue learning.…”

“…The TL methods have no limits since it is possible to teach-learn virtually, being applied since previous decades, with the support of virtual tools and platforms that arise from the need to improve [10], [11]. In this way, it is possible to have diverse teaching options, since the virtual environment can be a complement to acquiring more knowledge, creating an interactive TL process capable of attracting the student's attention and interest to continue learning [12].…”