Effectivenes in applying reading strategies when reading in a foreign language

Autores
Duprez, Andrea
Año de publicación
2016
Idioma
inglés
Tipo de recurso
tesis de grado
Estado
versión aceptada
Colaborador/a o director/a de tesis
Insaurralde, Andrea
Descripción
Fil: EFL learners often fail to reach a level of reading ability that allows them to comprehend texts in English and to reach a level of reading that lets them feel confident when interpreting a given text. Teaching reading strategies might be helpful in improving the reading skills of EFL students. This thesis investigates whether reading strategies instruction might be effective in improving reading skills for Argentinian high school students. To carry out the investigation, the following questions were considered: (i) Does unawareness of the use of reading strategies result in a lack of understanding a text in a foreign language?; (ii) Is reading strategy instruction useful for students?; (iii) Can EFL/ESL learners improve their English reading comprehension using metacognitive reading strategies? In order to answer these questions, an experimental study was done where students from ages 13 to 17 were randomly divided into two groups and given the same texts in English. However, one of the two groups received precise instruction for several weeks on reading strategies such as anticipating, predicting, skimming, scanning, use of cognates and summarizing. The results revealed that the students who were given instruction about the different reading strategies were better able to understand the given texts than those who were in the group that did not receive any instruction. This shows that teaching reading strategies and using them when reading a text in a foreign language help EFL students to improve considerably their reading comprehension.
Fil: Duprez, Andrea. Universidad FASTA. Facultad de Ciencias de la Educación; Argentina.
Fil: Insaurralde, Andrea. Universidad FASTA. Facultad de Ciencias de la Educación; Argentina.
Materia
Inglés
English
Lectura
Reading
Enseñanza de idiomas
Language instruction
Enseñanza secundaria
Secondary education
Enseñanza de una segunda lengua
Second language instruction
Nivel de accesibilidad
acceso abierto
Condiciones de uso
http://creativecommons.org/licenses/by-nc-nd/3.0/deed.es_AR
Repositorio
REDI Repositorio Digital (Universidad FASTA)
Institución
Universidad FASTA
OAI Identificador
oai:dspace.ufasta.edu.ar:123456789/1578
Acceder
id REDI_8dd0c157b4ca7674a8dd22781fc8459f
oai_identifier_str oai:dspace.ufasta.edu.ar:123456789/1578
network_acronym_str REDI
repository_id_str 2867
network_name_str REDI Repositorio Digital (Universidad FASTA)
spelling Effectivenes in applying reading strategies when reading in a foreign languageDuprez, AndreaInglésEnglishLecturaReadingEnseñanza de idiomasLanguage instructionEnseñanza secundariaSecondary educationEnseñanza de una segunda lenguaSecond language instructionFil: EFL learners often fail to reach a level of reading ability that allows them to comprehend texts in English and to reach a level of reading that lets them feel confident when interpreting a given text. Teaching reading strategies might be helpful in improving the reading skills of EFL students. This thesis investigates whether reading strategies instruction might be effective in improving reading skills for Argentinian high school students. To carry out the investigation, the following questions were considered: (i) Does unawareness of the use of reading strategies result in a lack of understanding a text in a foreign language?; (ii) Is reading strategy instruction useful for students?; (iii) Can EFL/ESL learners improve their English reading comprehension using metacognitive reading strategies? In order to answer these questions, an experimental study was done where students from ages 13 to 17 were randomly divided into two groups and given the same texts in English. However, one of the two groups received precise instruction for several weeks on reading strategies such as anticipating, predicting, skimming, scanning, use of cognates and summarizing. The results revealed that the students who were given instruction about the different reading strategies were better able to understand the given texts than those who were in the group that did not receive any instruction. This shows that teaching reading strategies and using them when reading a text in a foreign language help EFL students to improve considerably their reading comprehension. Fil: Duprez, Andrea. Universidad FASTA. Facultad de Ciencias de la Educación; Argentina.Fil: Insaurralde, Andrea. Universidad FASTA. Facultad de Ciencias de la Educación; Argentina.Universidad FASTA. Facultad de Ciencias de la EducaciónInsaurralde, Andrea2016info:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1finfo:ar-repo/semantics/trabajoFinalDeGradoapplication/pdfapplication/pdfhttp://dspace.ufasta.edu.ar/handle/123456789/1578enginfo:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc-nd/3.0/deed.es_ARreponame:REDI Repositorio Digital (Universidad FASTA)instname:Universidad FASTA2026-09-24T13:55:13Zoai:dspace.ufasta.edu.ar:123456789/1578instacron:UFASTAInstitucionalhttps://dspace.ufasta.edu.ar/Universidad privadahttps://www.ufasta.edu.ar/https://dspace.ufasta.edu.ar/server/oai/Argentinaopendoar:28672026-09-24 13:55:13.996REDI Repositorio Digital (Universidad FASTA) - Universidad FASTAfalse
dc.title.none.fl_str_mv Effectivenes in applying reading strategies when reading in a foreign language
title Effectivenes in applying reading strategies when reading in a foreign language
spellingShingle Effectivenes in applying reading strategies when reading in a foreign language
Duprez, Andrea
Inglés
English
Lectura
Reading
Enseñanza de idiomas
Language instruction
Enseñanza secundaria
Secondary education
Enseñanza de una segunda lengua
Second language instruction
title_short Effectivenes in applying reading strategies when reading in a foreign language
title_full Effectivenes in applying reading strategies when reading in a foreign language
title_fullStr Effectivenes in applying reading strategies when reading in a foreign language
title_full_unstemmed Effectivenes in applying reading strategies when reading in a foreign language
title_sort Effectivenes in applying reading strategies when reading in a foreign language
dc.creator.none.fl_str_mv Duprez, Andrea
author Duprez, Andrea
author_facet Duprez, Andrea
author_role author
dc.contributor.none.fl_str_mv Insaurralde, Andrea
dc.subject.none.fl_str_mv Inglés
English
Lectura
Reading
Enseñanza de idiomas
Language instruction
Enseñanza secundaria
Secondary education
Enseñanza de una segunda lengua
Second language instruction
topic Inglés
English
Lectura
Reading
Enseñanza de idiomas
Language instruction
Enseñanza secundaria
Secondary education
Enseñanza de una segunda lengua
Second language instruction
dc.description.none.fl_txt_mv Fil: EFL learners often fail to reach a level of reading ability that allows them to comprehend texts in English and to reach a level of reading that lets them feel confident when interpreting a given text. Teaching reading strategies might be helpful in improving the reading skills of EFL students. This thesis investigates whether reading strategies instruction might be effective in improving reading skills for Argentinian high school students. To carry out the investigation, the following questions were considered: (i) Does unawareness of the use of reading strategies result in a lack of understanding a text in a foreign language?; (ii) Is reading strategy instruction useful for students?; (iii) Can EFL/ESL learners improve their English reading comprehension using metacognitive reading strategies? In order to answer these questions, an experimental study was done where students from ages 13 to 17 were randomly divided into two groups and given the same texts in English. However, one of the two groups received precise instruction for several weeks on reading strategies such as anticipating, predicting, skimming, scanning, use of cognates and summarizing. The results revealed that the students who were given instruction about the different reading strategies were better able to understand the given texts than those who were in the group that did not receive any instruction. This shows that teaching reading strategies and using them when reading a text in a foreign language help EFL students to improve considerably their reading comprehension.
Fil: Duprez, Andrea. Universidad FASTA. Facultad de Ciencias de la Educación; Argentina.
Fil: Insaurralde, Andrea. Universidad FASTA. Facultad de Ciencias de la Educación; Argentina.
description Fil: EFL learners often fail to reach a level of reading ability that allows them to comprehend texts in English and to reach a level of reading that lets them feel confident when interpreting a given text. Teaching reading strategies might be helpful in improving the reading skills of EFL students. This thesis investigates whether reading strategies instruction might be effective in improving reading skills for Argentinian high school students. To carry out the investigation, the following questions were considered: (i) Does unawareness of the use of reading strategies result in a lack of understanding a text in a foreign language?; (ii) Is reading strategy instruction useful for students?; (iii) Can EFL/ESL learners improve their English reading comprehension using metacognitive reading strategies? In order to answer these questions, an experimental study was done where students from ages 13 to 17 were randomly divided into two groups and given the same texts in English. However, one of the two groups received precise instruction for several weeks on reading strategies such as anticipating, predicting, skimming, scanning, use of cognates and summarizing. The results revealed that the students who were given instruction about the different reading strategies were better able to understand the given texts than those who were in the group that did not receive any instruction. This shows that teaching reading strategies and using them when reading a text in a foreign language help EFL students to improve considerably their reading comprehension.
publishDate 2016
dc.date.none.fl_str_mv 2016
dc.type.none.fl_str_mv info:eu-repo/semantics/bachelorThesis
info:eu-repo/semantics/acceptedVersion
http://purl.org/coar/resource_type/c_7a1f
info:ar-repo/semantics/trabajoFinalDeGrado
format bachelorThesis
status_str acceptedVersion
dc.identifier.none.fl_str_mv http://dspace.ufasta.edu.ar/handle/123456789/1578
url http://dspace.ufasta.edu.ar/handle/123456789/1578
dc.language.none.fl_str_mv eng
language eng
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by-nc-nd/3.0/deed.es_AR
eu_rights_str_mv openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by-nc-nd/3.0/deed.es_AR
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Universidad FASTA. Facultad de Ciencias de la Educación
publisher.none.fl_str_mv Universidad FASTA. Facultad de Ciencias de la Educación
dc.source.none.fl_str_mv reponame:REDI Repositorio Digital (Universidad FASTA)
instname:Universidad FASTA
reponame_str REDI Repositorio Digital (Universidad FASTA)
collection REDI Repositorio Digital (Universidad FASTA)
instname_str Universidad FASTA
repository.name.fl_str_mv REDI Repositorio Digital (Universidad FASTA) - Universidad FASTA
repository.mail.fl_str_mv
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score 13.265058

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