DOI:
https://doi.org/10.14483/22487085.23637Publicado:
2026-09-29Número:
Vol. 28 Núm. 2 (2026): CALJ: julio-diciembreSección:
Artículos de Investigación‘‘What’s Going to Happen?”: Exploring the Influence of Literature-to-film Adaptations in EFL Reading Interest’
«¿Qué va a pasar?»: Explorando la influencia de las adaptaciones literarias al cine en el interés por la lectura en inglés como lengua extranjera
Palabras clave:
EFL reading interest, extensive reading, literature-to-film adaptations, multimodality, pre-service teacher education (en).Palabras clave:
Interés por la lectura en inglés como lengua extranjera, lectura extensiva, adaptaciones literarias al cine, multimodalidad, formación inicial docente (es).Descargas
Resumen (en)
This qualitative study examines the influence of literature-to-film adaptations as a pre-reading material to enhance reading interest in EFL. Twenty pre-service teachers (PSTs), within an EFL teacher education programme in Santiago, Chile, participated in this study. Participants engaged in two extensive reading (ER) sessions. They were allocated to either a film group that watched extracts of literature-to-film adaptations of two short stories, or a no-film group that read brief descriptions of these texts, before reading the full written source texts. Both questionnaire and focus group data were collected to examine participants’ experiences of reading interest in the intervention. Data analysis included descriptive statistics and thematic analysis. Findings reveal that participants from both groups felt equally interested in reading the source, written texts in both ER sessions. Both pre-reading activities enhanced participants’ imagination and curiosity; their main driving factors to read in class. Nevertheless, the quality of their experiences differed in relation to surprise and engagement, intrinsically related to the nature of each of the pre-reading materials. This article discusses the benefits and limitations of literature-to-film adaptations in EFL classrooms regarding feasibility and impact on learners’ interest to read. This study and suggests that reading interest may not be exclusively dependent on multimodality in this specific context.
Resumen (es)
Este estudio cualitativo examina la influencia de las adaptaciones de literatura a cine como material pedagógico para potenciar el interés lector en inglés como lengua extranjera. Veinte estudiantes de pedagogía de un programa de formación docente de inglés en Santiago, Chile, participaron en este estudio. Los participantes se asignaron a un grupo de ‘adaptación’, que vio extractos de adaptaciones de dos cuentos cortos, o a un grupo ‘sin adaptación’, que leyó una breve descripción sobre estos cuentos antes de leer los textos escritos. Ambos grupos participaron en dos sesiones de lectura extensiva. Se recopilaron datos mediante cuestionarios y entrevistas grupales para analizar las experiencias de los participantes respecto a su interés lector durante la intervención. El análisis de datos incluyó estadística descriptiva y análisis temático. Los resultados revelan que ambos grupos mostraron un interés similar en la lectura de los textos fuente en ambas sesiones de lectura. Ambas actividades previas a la lectura facilitaron la imaginación y la curiosidad de los participantes, siendo estos los principales motivos para leer en clase. Sin embargo, sus experiencias difirieron en relación con la sorpresa e inmersión, aspectos intrínsecamente relacionados con la naturaleza de cada uno de los materiales pedagógicos. Este artículo discute los beneficios y limitaciones de las adaptaciones de literatura a cine en las aulas de inglés, en relación con su viabilidad e impacto en el interés lector, concluyendo que el interés por la lectura no depende exclusivamente de la multimodalidad.
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