[ El uso de la técnica «lo que sé, lo que quiero aprender, y lo que aprendí» para mejorar el nivel literal de comprensión lectora en inglés ]
Volume 27, Issue 2, September 2019, Pages 481–487
Silvia Bejarano Criollo1, Cristina Chamorro Ortega2, Martha Lara Freire3, and Wilson Rojas Yumisaca4
1 Centro de Idiomas, Escuela Superior Politécnica de Chimborazo, Chimborazo, Riobamba, Ecuador
2 Centro de Idiomas, Escuela Superior Politécnica de Chimborazo, Chimborazo, Riobamba, Ecuador
3 Centro de Idiomas, Escuela Superior Politécnica de Chimborazo, Chimborazo, Riobamba, Ecuador
4 Centro de Idiomas, Escuela Superior Politécnica de Chimborazo, Riobamba, Chimborazo, Ecuador
Original language: Spanish
Copyright © 2019 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
The objective of this research was to improve the literal reading comprehension level by using the “what I know, what I want to know, and what I learned” technique. This quali-quantitative, quasi-experimental research considered two groups; an experimental and a control group, both with thirty students. The experimental group participated in a 6-week intervention, while the control group developed their class activities with the traditional method without the application of the mentioned technique. In addition, the researcher created twelve lessons with topics included in Level V institutional syllabus, adapting articles from different sources and considering the A1 level from the Common European Framework of Reference for Languages. The evaluation and data collection instruments were pre-test, post-test. The obtained results of both groups were analyzed and interpreted by using the statistic ZTEST to prove the research hypothesis and rejected the null hypothesis. In conclusion, the “what I know, what I want to know, and what I learned” technique improved the literal reading comprehension level.
Author Keywords: Previous knowledge, Quali-quantitative research, Quasi-experimental design, Experimental group, ZTEST.
Volume 27, Issue 2, September 2019, Pages 481–487
Silvia Bejarano Criollo1, Cristina Chamorro Ortega2, Martha Lara Freire3, and Wilson Rojas Yumisaca4
1 Centro de Idiomas, Escuela Superior Politécnica de Chimborazo, Chimborazo, Riobamba, Ecuador
2 Centro de Idiomas, Escuela Superior Politécnica de Chimborazo, Chimborazo, Riobamba, Ecuador
3 Centro de Idiomas, Escuela Superior Politécnica de Chimborazo, Chimborazo, Riobamba, Ecuador
4 Centro de Idiomas, Escuela Superior Politécnica de Chimborazo, Riobamba, Chimborazo, Ecuador
Original language: Spanish
Copyright © 2019 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
The objective of this research was to improve the literal reading comprehension level by using the “what I know, what I want to know, and what I learned” technique. This quali-quantitative, quasi-experimental research considered two groups; an experimental and a control group, both with thirty students. The experimental group participated in a 6-week intervention, while the control group developed their class activities with the traditional method without the application of the mentioned technique. In addition, the researcher created twelve lessons with topics included in Level V institutional syllabus, adapting articles from different sources and considering the A1 level from the Common European Framework of Reference for Languages. The evaluation and data collection instruments were pre-test, post-test. The obtained results of both groups were analyzed and interpreted by using the statistic ZTEST to prove the research hypothesis and rejected the null hypothesis. In conclusion, the “what I know, what I want to know, and what I learned” technique improved the literal reading comprehension level.
Author Keywords: Previous knowledge, Quali-quantitative research, Quasi-experimental design, Experimental group, ZTEST.
Abstract: (spanish)
El objetivo de la presente investigación fue mejorar el nivel literal de comprensión lectora por medio del uso de la técnica “lo que sé, lo que quiero saber, y lo que aprendí”. Esta investigación cuali-cuantitativa de diseño cuasi experimental estuvo conformada por dos grupos de trabajo, un grupo experimental y un grupo de control, ambos grupos con el mismo número de población; treinta estudiantes. Los estudiantes del grupo experimental participaron en una intervención de seis semanas, mientras que los estudiantes del grupo de control desarrollaron sus actividades de clase de manera tradicional, sin el uso de la técnica mencionada. Además, la investigadora diseñó doce planes de lección considerando temas incluidos en el Sílabo Institucional para Quinto Nivel, para lo cual se seleccionaron lecturas de diferentes fuentes considerando el nivel A1 del Marco Común Europeo de Referencia para Lenguas. Los instrumentos de evaluación y recolección de datos considerados fueron pre-test y post-test. Con los datos obtenidos de ambos grupos se pudieron analizar e interpretar los resultados mediante el estadístico puntaje Z, a fin de comprobar la hipótesis alternativa y rechazar la hipótesis nula. Finalmente, se concluyó que la implementación de la técnica “lo que sé, lo que quiero saber, y lo que aprendí” mejora el nivel literal de la comprensión lectora.
Author Keywords: Conocimiento previo, Investigación cuali-cualtitativa, Diseño cuasi-experimental, Grupo experimental, Puntaje Z.
How to Cite this Article
Silvia Bejarano Criollo, Cristina Chamorro Ortega, Martha Lara Freire, and Wilson Rojas Yumisaca, “The use of the «what I know, what I want to know, and what I learned» technique to improve literal reading comprehension in English,” International Journal of Innovation and Applied Studies, vol. 27, no. 2, pp. 481–487, September 2019.
