DOI:
https://doi.org/10.14483/22487085.3762Publicado:
2011-07-01Número:
Vol 13, No 2 (2011) July-DecemberSección:
Artículos de InvestigaciónReading comprehension in face-to-face and web-based modalities: graduate students’ use of reading and language learning strategies in EFL1
Comprensión de lectura en las modalidades presencial y en la web: lectura y estrategias de aprendizaje del lenguaje usadas por estudiantes de posgrados aprendices de inglés como lengua extranjera
Palabras clave:
presencialidad, enseñanza virtual, enseñanza de la competencia lectora en L2, estrategias de comprensión de lectura, estrategias de aprendizaje (es).Palabras clave:
face-to-face instruction, web-based instruction, teaching of reading comprehension in EFL, reading strategies, language learning strategies (en).Descargas
Resumen (en)
Few studies in Colombia have explored and compared students’ reading comprehension processes in EFL, in different modalities of instruction. This article reports on some findings of a larger study in which two groups of graduate Law students took a reading comprehension course in English, delivered in two different modalities of instruction: face-to-face and web-based. Both courses were served by an English teacher from the School of Languages at Universidad de Antioquia. The data gathered from class observations, in-depth interviews, questionnaires, tests, the teacher’s journal and data records in the platform provided insights about the students’ use of reading and language learning strategies in both modalities. Findings suggest that students applied the reading strategies explicitly taught during the courses and some language learning strategies for which they did not receive any instruction.
Resumen (es)
Pocos estudios en Colombia han explorado y comparado los procesos de comprensión de lectura en inglés de los estudiantes, en diferentes modalidades de instrucción. En este artículo se presentan algunos hallazgos de un estudio en el cual dos grupos de estudiantes de posgrado de la Facultad de Derecho participaron en un curso de competencia lectora en inglés, ofrecido en dos modalidades diferentes: presencial y virtual. Ambos cursos fueron servidos por un profesor de inglés de la Escuela de Idiomas de la Universidad de Antioquia. Los datos recogidos de las observaciones de clase, de las entrevistas a profundidad, de los cuestionarios, de los exámenes, del diario del profesor y los datos grabados en la plataforma permitieron comprender el uso de estrategias de lectura y de aprendizaje en ambas modalidades. Los hallazgos muestran que los estudiantes aplicaron las estrategias de lectura enseñadas explícitamente en el curso y algunas estrategias de aprendizaje para las cuales no hubo instrucción explícita.
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