Reading comprehension of Chilean EFL learners through task-supported activities : a quantitative study
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Archivos
Fecha
2017
Profesor/a Guía
Facultad/escuela
Idioma
en
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
El presente estudio intentó demostrar que, a través de las actividades apoyadas por tareas, los estudiantes de la asignatura de lengua extranjera inglés de dos colegios de Viña del Mar podían mejorar su comprensión lectora.
Esta investigación tuvo un diseño cuasi experimental de un tipo "within-subjects", lo que implica que los sujetos de la unidad control y experimental fueron los mismos. El experimento fue llevado a cabo usando la estrategia de actividades basadas en tareas como herramientas para cambiar la forma tradicional hacia la comprensión lectora, desde una actividad monótona y solitaria dentro a una actividad más comunicativa. Para el desarrollo de esta investigación, los investigadores adaptaron 2 unidades de contenido las cuales fueron divididas en 4 sub unidades de contenido, correspondientes a 2 unidades de control y 2 unidades experimentales. Cada una de las sub unidades fueron evaluadas con pruebas de comprensión lectora para comparar y contrastar los resultados de las unidades control y experimental. Para poder analizar los resultados, los investigadores usaron la herramienta estadística prueba T. El resultado de uno de los colegios mostró que no hay evidencia suficiente para rechazar la hipótesis nula; en tanto el resultado del segundo colegio, mostró que hubo una mejora significativa lo cual permite la aceptación de la hipótesis de trabajo.
De este estudio se desprende que los factores que impidieron el rechazo de la hipótesis nula en uno de los dos colegios, no desmerecen totalmente la efectividad de la estrategia, considerando que estos dicen relación con problemas de tiempo y asistencia de los alumnos y no con la estrategia propiamente tal. Si bien la actitud y percepción positiva de los alumnos hacia la estrategia no tiene incidencia en un estudio de tipo cuantitativo, son factores que aminoran los resultados estadísticos y dejan abierta la puerta para un estudio más extendido en la materia.
The present study aimed at demonstrating that, through Task-Supported activities, English as foreign language (EFL) Chilean students from two schools in Viña del Mar could enhance their reading comprehension. This quantitative research had a quasi-experimental design of a “within-subjects” type, meaning that the subjects of the control unit and experimental unit were the same. The experiment was carried out using the task-supported strategy as a tool to change the traditional view towards reading comprehension as a monotonous and solitary activity into a more communicative one. For the development of this investigation, the researchers adapted 2 content units which were divided into 4 content sub-units that corresponded to 2 control and 2 experimental sub-units. Each of the sub-units were evaluated with a reading comprehension test to compare and contrast the results from the control and the experimental lessons. In order to analyze the results, the researchers used the statistical tool “T-test”. The results from one of the schools showed that there was no evidence enough to reject the null hypothesis; whereas the second school showed that there was a significant improvement meaning that the working hypothesis was accepted. Nevertheless, despite some of the factors that may have affected the results, the use of task-supported activities was satisfactory. From this study, it is deduced that the factors which impeded the rejection of the null hypothesis in one of the two schools, do not completely disregard the effectiveness of this strategy, considering that they are strictly related to time constraints, and students' attendance, and not with the strategy itself. Although, the attitude and positive perception of the students towards the strategy do not have an impact on a quantitative study, the factors are the ones that mitigate the statistical results and leave room to a more extended study on the subject.
The present study aimed at demonstrating that, through Task-Supported activities, English as foreign language (EFL) Chilean students from two schools in Viña del Mar could enhance their reading comprehension. This quantitative research had a quasi-experimental design of a “within-subjects” type, meaning that the subjects of the control unit and experimental unit were the same. The experiment was carried out using the task-supported strategy as a tool to change the traditional view towards reading comprehension as a monotonous and solitary activity into a more communicative one. For the development of this investigation, the researchers adapted 2 content units which were divided into 4 content sub-units that corresponded to 2 control and 2 experimental sub-units. Each of the sub-units were evaluated with a reading comprehension test to compare and contrast the results from the control and the experimental lessons. In order to analyze the results, the researchers used the statistical tool “T-test”. The results from one of the schools showed that there was no evidence enough to reject the null hypothesis; whereas the second school showed that there was a significant improvement meaning that the working hypothesis was accepted. Nevertheless, despite some of the factors that may have affected the results, the use of task-supported activities was satisfactory. From this study, it is deduced that the factors which impeded the rejection of the null hypothesis in one of the two schools, do not completely disregard the effectiveness of this strategy, considering that they are strictly related to time constraints, and students' attendance, and not with the strategy itself. Although, the attitude and positive perception of the students towards the strategy do not have an impact on a quantitative study, the factors are the ones that mitigate the statistical results and leave room to a more extended study on the subject.
Notas
Tesis (Profesor de Inglés para la Enseñanza Media y Básica, Licenciado en Educación)
Palabras clave
Comprensión de Lectura, Enseñanza del Inglés (Chile)