Reading Comprehension in Face-to-Face and Web-Based Modalities: Graduate Students’ Use of Reading and Language Learning Strategies in EFL1

Abstract

Few studies in Colombia have explored and compared students’ reading comprehension processes in EFL, in different modalities ofinstruction. This article reports on some findings of a larger study in which two groups of graduate Law students took a reading comprehensioncourse in English, delivered in two different modalities of instruction: face-to-face and web-based. Both courses were served by an English teacherfrom the School of Languages at Universidad de Antioquia. The data gathered from class observations, in-depth interviews, questionnaires, tests,the teacher’s journal and data records in the platform provided insights about the students’ use of reading and language learning strategies inboth modalities. Findings suggest that students applied the reading strategies explicitly taught during the courses and some language learningstrategies for which they did not receive any instruction.

Effects of Reading Strategy and Dictionary Instruction in an Undergraduate Foreign Language Reading Comprehension Group

“…As a conclusion, it can be said that both the reading strategy approach and the selective use of dictionary are a good combination to integrate into a foreign language reading course to support improvement. As shown in other studies (Arismendi, Colorado, and Grajales, 2011;Block, 1986;Carrell, 1998;Lopera, 2012;Mikulecky and Jeffries, 2004;Poole, 2009), the explicit inclusion of reading strategy instruction is beneficial for students. A question may arise when to use the dictionary as the application of reading strategies can help avoid using the dictionary.…”

Effect of Supplementary Reading Materials to the Reading Comprehension of Grade 11 Gas Students

“…Neither neglecting the textual information nor the prior knowledge of a reader, the interactive model stresses on what has already been printed or written and what the reader may bring to it by using both previously mentioned processing. Gomez, et. al (2011) asserts that "both top-down and bottom-up processes are occurring in interactive reading ... depending on the type of text as well as on the reader's background knowledge, language proficiency level, motivation, strategy use, and culturally shaped beliefs about reading."…”

Research-based Instruction, an Essential Tenet of the Foreign Languages Pre-service-Teacher Education at Universidad de Pamplona

“…Other studies have focused on students' language learning and use (Farias & Obilinovic, 2008), especially on EFL writing (Viáfara, 2008;and Quintero, 2008) and reading (López and Giraldo, 2011)" (p.26). Other papers report on the development of linguistic competences (Arismendi, Colorado, and Grajales, 2011); the use of ICTs (Espitia & Clavijo, 2011); and strategy instruction (Lopera Medina, 2012).…”