Using reading to teach English as a foreign language

MASKANA

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Field Value
 
Title Using reading to teach English as a foreign language
El uso de la lectura para la enseñanza del Inglés como lengua extranjera
 
Creator Bernal, Marcelo
Bernal, Paúl
 
Description Generally, teaching English as a foreign language (EFL) at elementary, secondary, and university levels in Ecuador focuses primarily on applying teacher-centered approaches or on merely following up on the English textbooks’ scope and sequence. There is much emphasis on developing grammar skills, practicing isolated concepts, and studying different realities depicted in commercial textbooks while neglecting students’ real interests and needs. These traditional practices have created conscious and unconscious conditioning in students, and a significant number of instructors think that English learning is contingent upon grammar rules and the repetition of irrelevant and unnecessary notions, which results in low student academic performance. This descriptive study proposes the use of reading as an educational tool for improving the English teaching and learning process. The researchers applied five reading comprehension tests, three related to General English and two to Academic English, and a confidence level in reading comprehension questionnaire to 37 English third-level university students. Measures of central tendency and variability were used for data analysis. Results show significant improvements in understanding and analyzing texts, high confidence levels for reading in English, and better overall language learning. We suggest making replicas of these didactical practices in other courses offered at the university level.
Generalmente, la enseñanza del Inglés como lengua extranjera (ILE) en los niveles primario, secundario y universitario en Ecuador se enfoca principalmente en aplicar metodologías centradas en el profesor o simplemente en seguir contenidos y las secuencias de los libros de texto en inglés. Por regla general, se pone mucho énfasis en el desarrollo de habilidades gramaticales, la práctica de conceptos aislados y el estudio de las diferentes realidades descritas en los libros de texto comerciales, descuidando los intereses y necesidades reales de los estudiantes. Estas prácticas tradicionales han creado un condicionamiento consciente e inconsciente en los estudiantes, y un número significativo de profesores piensan que el aprendizaje del inglés depende de las reglas gramaticales y la repetición de nociones irrelevantes e innecesarias, lo que resulta en un bajo rendimiento académico de los estudiantes. Este estudio descriptivo propone el uso de la lectura como herramienta educativa para la mejora del proceso de enseñanza y aprendizaje del inglés. Se aplicaron cinco pruebas de comprensión lectora, tres relacionadas con el inglés general y dos con el inglés académico y un cuestionario de nivel de confianza en comprensión lectora a 37 estudiantes universitarios de tercer nivel de inglés. Se utilizaron medidas de tendencia central y variabilidad para el análisis de datos. Los resultados muestran mejoras significativas en la comprensión y el análisis de textos, altos niveles de confianza para leer en inglés y un mejor aprendizaje general del idioma. Se sugiere realizar réplicas de estas prácticas didácticas en otros cursos que se ofrecen a nivel universitario.
 
Publisher Universidad de Cuenca
 
Date 2020-12-21
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
 
Format application/pdf
 
Identifier https://publicaciones.ucuenca.edu.ec/ojs/index.php/maskana/article/view/3451
10.18537/mskn.11.02.02
 
Source Maskana; Vol 11 No 2 (2020); 18-26
Maskana; Vol. 11 Núm. 2 (2020); 18-26
2477-8893
1390-6143
 
Language eng
 
Relation https://publicaciones.ucuenca.edu.ec/ojs/index.php/maskana/article/view/3451/2470
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Rights Derechos de autor 2020 Marcelo Bernal, Paúl Bernal
http://creativecommons.org/licenses/by/4.0
 

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