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UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND EDUCATIONAL
SCIENCES
ENGLISH LANGUAGE AND LINGUISTICS EDUCATION
SYSTEM: CLASSROOM-BASED (PRESENCIAL)
EDUCATIONAL PROJECT
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE
DEGREE OF LINCENCIADAS EN CIENCIAS DE LA EDUCACIÓN
MAJOR IN LENGUA Y LINGUÍSTICA INGLESA
TOPIC
THE INFLUENCE OF BASIC READING STRATEGIES TO IMPROVE
READING COMPREHENSION FOR ENGLISH LEARNERS
PROPOSAL
DESIGN A VIRTUAL STORYBOOK WITH TRADITIONAL STORIES
FOR DEVELOPING READING COMPREHENSION IN STUDENTS OF
8th COURSE AT “CANAL DE JAMBELI” PUBLIC HIGH SCHOOL
CODIGO
RESEARCHERS
BARAHONA QUINTERO ANNY ELIZABETH
SÁNCHEZ CASTRO KAREN JESSENIA
PROJECT ADVISOR
Ph.D. LORNA CRUZ RIZO
GUAYAQUIL, JUNE 2016
ii
UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND EDUCATIONAL
SCIENCES
ENGLISH LANGUAGE AND LINGUISTICS EDUCATION
SYSTEM: CLASSROOM-BASED (PRESENCIAL)
AUTHORITIES
ARQ.SILVIA MOY-SANG, MSc LCD.JOSÉ ZAMBRANO, MSc
DEAN SUB-DEAN
FACULTY OF PHILOSOPHY FACULTY OF PHILOSOPHY
AB.JACINTO CALDERON, MSc LCD.ALFONSO SÁNCHEZ, MSc
DIRECTOR SUB-DIRECTOR
LANGUAGE AND LINGUISTICS LANGUAGE AND LINGUISTICS
ABOG. SEBASTIAN CADENA
GENERAL SECRETARY
iii
MSC
SILVIA MOY-SANG CASTRO, Arq. DECANA FACULTAD DE FILOSOFIA LETRAS Y CIENCIAS DE LA EDUCACIÓN
CIUDAD.- De mis consideraciones:
En virtud que las autoridades de la Facultad de Filosofía, Letras y Ciencias de la Educación me designaron Consultor Académico de Proyectos Educativos de Licenciatura en Ciencias de la Educación, Mención: Lengua Inglesa y Lingüística, el día 17 de Agosto del 2015.
Tengo a bien informar lo siguiente: Que los integrantes Barahona Quintero Anny Elizabeth con C:C: 0930067640 y Sánchez Castro Karen Jessenia con C:C: 0927386094 diseñaron el proyecto educativo.
Topic: The influence of basic reading strategies to improve reading comprehension for English learners
Proposal: Design a virtual storybook with traditional stories for
developing reading comprehension in students of 8th course at
“canal de Jambelí” public high school.
El mismo que han cumplido con las directrices y recomendaciones dadas
por el suscrito.
Los participantes satisfactoriamente han ejecutado las diferentes etapas
constitutivas del proyecto, por lo expuesto se procede a la APROBACIÓN
del proyecto, y pone a vuestra consideración el informe de rigor para los
efectos legales correspondiente.
Atentamente
…………………………………………….
Ph.D. Lorna Cruz Rizzo
Consultor Académico
iv
UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE EDUCATION
CAREER: ENGLISH LANGUAGE AND LINGUISTICS
AUTHENTIC LETTER
Guayaquil, 7 de Agosto de 2015
MSc.
Silvia Moy-Sang
DEAN OF THE FACULTY OF PHILOSOPHY LETTERS AND SCIENCE
EDUCATION
Dear Dean,
For legal purpose we inform to you that the intellectual rights of Educative Project
THEME: “THE INFLUENCE OF BASIC READING STRATEGIES TO
IMPROVE READING COMPREHENSION FOR ENGLISH LEARNERS”
PROPOSAL: “DESIGN A VIRTUAL CD WITH TRADITIONAL
STORYBOOK FOR DEVELOPING READING COMPREHENSION”
Belongs to the Faculty of Philosophy, Literature and Science Education.
Best regard
Barahona Quintero Anny Elizabeth Sánchez Castro Karen Jessenia
ID#0930067640 ID# 0927386094
v
UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND EDUCATIONAL
SCIENCES
CAREER: ENGLISH LANGUAGE AND LINGUISTICS
PROJECT
Topic: The influence of basic reading strategies to improve reading comprehension for English learners Proposal: Design a virtual storybook with traditional stories for
developing reading comprehension in students of 8th course at
“canal de Jambelí” public high school.
APROBADO
………………………………
TRIBUNAL No 1
……………………… ………………………
TRIBUNAL No 2 TRIBUNAL No 3
Barahona Quintero Anny Elizabeth Sánchez Castro Karen Jessenia
C.I 0930067640 C.I 0927386094
vi
UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND EDUCATIONAL
SCIENCES
ENGLISH LANGUAGE AND LINGUISTICS
QUALIFIER JURY GIVES THE FOLLOWING SCORES TO THIS
EDUCATIVE PROJECT
THEME: THE INFLUENCE OF BASIC READING STRATEGIES TO
IMPROVE READING COMPREHENSION FOR ENGLISH LEARNERS.
PROPOSAL: VIRTUAL STORYBOOK WITH TRADITIONAL STORIES
THAT INCLUDES BASIC READING STRATEGIES FOR DEVELOPING
READING COMPREHENSION.
PRESIDENT
MEMBER
MEMBER
AVERAGE
EQUIVALENT
vii
DEDICATION
To my almighty God for His huge blessings because without Him, nothing
is possible. To my parents, who have supported me all the time in my
goals.
To my family and friends who have always given me confidence in myself
to go on in my studies.
Thanks for giving me strength and courage to turn my dreams in reality.
Elizabeth Barahona Quintero
viii
DEDICATION
This project is dedicated to the most important people that influence in my
life, to God and my family, with their constant well-wishing, unconditional
support and comprehension wonders are done.
To my mother, who has always encouraged me to follow my goals.
Thanks for teaching me to belive in God, in myself, and in my dreams and
for being my motivation.
Karen Sánchez Castro
ix
ACKNOWLEDGEMENT
We want to thank God for his blessings, for giving us wisdom, intelligence
and perseverance in our educational career and to our family for being an
unconditional support in this process.
We would like to express our gratitude the Ph.D. Lorna Cruz Rizzo, highly
experienced and patience for guiding us in the construction of this project.
We would like to express our heartfelt gratitude to the authorities of the
Educative Institution “Canal de Jambelí” for allowing this study.
And, lastly, to all the students of the Educative Institution and the person
of the Multimedia Systems who supported in the elaboration of the
proposal, thanks to this cooperation this research was possible.
x
GENERAL INDEX
AUTHORITIES....................................................................................................................... ii
Tutor´s report................................................................................................................. iii
Copyright declaration .....................................................................................................iv
Approval declaration........................................................................................................... v
Tribunal ............................................................................................................................... v
Quantitative and qualitative grade declaration..................................................................vi
DEDICATION .......................................................................................................................vii
ACKNOWLEDGEMENT .........................................................................................................ix
GENERAL INDEX .................................................................................................................. x
Spanish abstract .................................................................................................................xx
Abstract ............................................................................................................................. xxi
INTRODUCTION ................................................................................................................... 1
CHAPTER I............................................................................................................................ 2
THE PROBLEM ..................................................................................................................... 2
1.1. LOCATION OF THE PROBLEM IN CONTEXT ......................................................... 2
1.1.2. CONFLICT –SITUATION ............................................................................... 3
1.2. DELIMITATION OF THE PROBLEM ............................................................................ 4
1.2.2. VARIABLES OF THE INVESTIGATION...................................................................... 4
1.4. FORMULATION OF THE PROBLEM ........................................................................... 6
1.5. OBJECTIVES OF THE INVESTIGATION ....................................................................... 6
1.5.1. GENERAL ........................................................................................................... 6
1.5.2. SPECIFICS........................................................................................................... 6
1.6. QUESTIONS OF THE RESEARCH PROJECT ................................................................. 6
1.7. JUSTIFICATION ......................................................................................................... 7
CHAPTER II .......................................................................................................................... 8
THE THEORICAL FRAMEWORK ............................................................................................ 8
2.1 BACKGROUND ........................................................................................................... 8
2.2 THEORETICAL FOUNDATIONS ................................................................................. 10
2.2.1 DIDACTIC FOUNDATION.................................................................................. 10
xi
2.2.2 LINGUISTIC FOUNDATION ............................................................................... 17
2.2.3 PSYCHOLOGICAL FOUNDATION ...................................................................... 19
2.2.4 SOCIOLOGICAL FOUNDATION ......................................................................... 21
2.2.5 PHILOSOPHICAL FOUNDATION ....................................................................... 22
2.2.6 PEDAGOGICAL FOUNDATION ......................................................................... 23
2.2.7 TECHNOLOGICAL FOUNDATION ..................................................................... 24
2.2.8 LEGAL FOUNDATION ....................................................................................... 24
GLOSSARY OF RELEVANTS TERMS .................................................................................... 25
CHAPTER III ....................................................................................................................... 29
METHODOLOGY, PROCESS, ANALYSIS OF RESULTS .......................................................... 29
3.1 METHODOLOGICAL DESIGN ........................................................................................ 29
3.2 TYPES OF INVESTIGATION ....................................................................................... 30
3.3 POPULATION AND SAMPLE..................................................................................... 31
3.4 OPERATIONALIZATION OF VARIABLES ........................................................................ 32
3.5 METHODS OF INVESTIGATION .................................................................................... 33
3.6 TECHNIQUES AND INSTRUMENTS .............................................................................. 34
3.6.1 TECHNIQUES ........................................................................................................ 34
3.6.2 INSTRUMENTS...................................................................................................... 35
3.7 ANALYSIS OF RESULTS ................................................................................................. 36
3.7.1 ANALYSIS OF THE SURVEY RESULTS ......................................................................... 37
3.8.1. SURVEY.................................................................................................................... 52
3.8.2.OBSERVATION GUIDE............................................................................................... 53
3.8.4. INTERVIEW .............................................................................................................. 55
3.9. Pearson Chi square test. ............................................................................................ 57
3.10. CONCLUSIONS AND RECOMMENDATIONS .......................................................... 62
CHAPTER IV ....................................................................................................................... 64
THE PROPOSAL .................................................................................................................. 64
4.1. TITLE ....................................................................................................................... 64
4.2. JUSTIFICATION ....................................................................................................... 64
4.3. OBJECTIVES ............................................................................................................ 65
4.3.1. GENERAL OBJECTIVE ....................................................................................... 65
4.3.2. SPECIFIC OBJECTIVES....................................................................................... 65
4.4. THEORETICAL FOUNDATION .................................................................................. 65
xii
4.4.1. DIDACTIC FOUNDATION.................................................................................. 65
4.4.2. LINGUISTIC FOUNDATION ............................................................................... 66
4.4.3. PSYCHOLOGICAL FOUNDATION ...................................................................... 66
4.4.4. PHILOSOPHICAL FOUNDATION ....................................................................... 66
4.4.5. SOCIOLOGICAL FOUNDATION ......................................................................... 66
4.4.6. PEDAGOGICAL FOUNDATION.......................................................................... 66
4.4.7. TECHNOLOGICAL FOUNDATION ..................................................................... 66
4.4.8. LEGAL FOUNDATION ....................................................................................... 67
4.5. FEASIBILITY OF ITS APPLICATION ........................................................................... 67
4.6. DESCRIPTION.......................................................................................................... 68
4.7. CONCLUSION.......................................................................................................... 69
REFERENCES ...................................................................................................................... 70
BIBLIOGRAPHY .................................................................................................................. 72
ANNEXS ............................................................................................................................. 73
ANNEX ONE ....................................................................................................................... 74
DOCUMENTS ............................................................................................................. 74
ANNEX TWO ...................................................................................................................... 77
Urkund .......................................................................................................................... 77
ANNEX THREE.................................................................................................................... 79
EVIDENCES ................................................................................................................ 79
ANNEX FOUR ..................................................................................................................... 85
Instruments of the investigation................................................................................... 85
ANNEX FIVE ....................................................................................................................... 91
proposal ........................................................................................................................ 91
xiii
LIST OF TABLES
TABLE N°1
Causes and consequences
4
TABLE N°2
Population
32
TABLE N°3
Operationalization of the variables
33
TABLE N°4
Do you like English class?
38
TABLE N°5
Is your English class interesting?
39
TABLE N°6
Is easy to learn English as a foreign language?
40
TABLE N°7
Do you believe English class is important in education?
41
TABLE N°8
Do you have problem to read in English?
42
TABLE N°9
You find the reading activity is necessary for learning
English language as a foreign language.
43
TABLE N°10
The practice in the reading comprehension support your
knowledge in acquire a new learning in the English language.
44
TABLE N°11
The activities in class are interesting, dynamic and didactic.
45
TABLE N°12
xiv
The following options which use frequently in Reading
class.: Highlight -listening -dictionary - preview –
outline - summary - key words – glossary
46
TABLE N°13
The reading comprehension process, enhance you
learning in English language.
47
TABLE N°14
Do you think that the basic reading strategy is
Indispensable in the Reading comprehension?
48
TABLE N°15
Can you analyze and understand the information
presented in a text?
49
TABLE N°16
Do you try to guess the meaning of unknown words or phrases?
50
TABLE N°17
Do you agree that you should use technological aids in
Reading class for interactive learning?
51
TABLE N°18
Do you think that the interactive class support to
increase collaboration in English class?
52
xv
LIST OF GRAPHS
GRAPHIC N°1
Do you like English class?
38
GRAPHIC N°2
Is your English class interesting?
39
GRAPHIC N°3
Is easy to learn English as a foreign language?
40
GRAPHIC N°4
Do you believe English class is important in education?
41
GRAPHIC N°5
Do you have problem to read in English?
42
GRAPHIC N°6
You find the reading activity is necessary for learning
English language as a foreign language.
43
GRAPHIC N°7
The practice in the reading comprehension support your
knowledge in acquire a new learning in the English language.
44
GRAPHIC N°8
The activities in class are interesting, dynamic and didactic.
45
GRAPHIC N°9
The following options which use frequently in Reading
class.: Highlight -listening -dictionary - preview - outline –
summary - key words – glossary
46
GRAPHIC N°10
The reading comprehension process, enhance you
xvi
learning in English language. 47
GRAPHIC N°11
Do you think that the basic reading strategy is
indispensable in the Reading comprehension?
48
GRAPHIC N°12
Can you analyze and understand the information
presented in a text?
49
GRAPHIC N°13
Do you try to guess the meaning of unknown words
or phrases?
50
GRAPHIC N°14
Do you agree that you should use technological aids in
reading class for interactive learning?
51
GRAPHIC N°15
Do you think that the interactive class support
to increase collaboration in English class?
52
xvii
REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA
FICHA DE REGISTRO DE TESIS
TÍTULO Y SUBTÍTULO:
The influence of basic reading strategies to improve reading comprehension for English learners.
Design of a virtual storybook with traditional stories for developing
reading comprehension in students of 8th course at “Canal de Jambeli”
Public High School.
AUTOR/ES:
Barahona Quintero Anny Elizabeth
Sánchez Castro Karen Jessenia
TUTOR (A): PHD. Lorna Cruz Rizzo
REVISORES:
INSTITUCIÓN: Universidad de Guayaquil
FACULTAD: Filosofía, Letras y Ciencias de la Educación
CARRERA: Lenguas y Lingüísticas
FECHA DE PUBLICACIÓN: No. DE PÁGS: 200
TÍTULO OBTENIDO: Licenciatura en Ciencias de la Educación mención en lengua inglesa y lingüística
ÁREAS TEMÁTICAS: Lengua Inglesa
PALABRAS CLAVE: Reading Comprehension- technological aids- Basic Reading strategies.
xviii
RESUMEN
Este proyecto exploró y describió la importancia del problema que se da en la
comprensión lectora en el idioma Inglés con el uso ayudas tecnológicas en clases y
materiales didácticos que ayudan al desarrollo de las estrategias básicas de lectura
de un idioma extranjero como es Inglés, en los estudiantes de 8vo curso del colegio
“Canal de Jambeli” quienes fueron diagnosticados y mostraron dificultades en esta
habilidad.
Además, se hizo una investigación bibliográfica para el apoyo del antecedente y
bases teóricas de este estudio.
Esto fue complementado con guías de observación, encuestas y entrevistas que
afianzan la importancia de la investigación. Los resultados dados de este estudio en
cuentos infantiles virtuales con historias tradicionales mostraron la fortaleza de
aplicar este material en el proceso de enseñanza aprendizaje en Ingles como un
idioma extranjero, para reforzar las habilidades, que son muy útiles en la adquisición
de un nuevo conocimiento en otro idioma con fluidez y crecimiento intelectual.
Comprensión Lectora - Ayudas Tecnológicas - Estrategias básicas de lectura
xix
ABSTRACT
This project explored and described the importance of the problem given in the
development of the reading comprehension in English language with the use of
technological aids in class and didactic materials that help the development of basic
reading strategies in a foreign language as English, in the students of eighth course of
the Public High School “Canal de Jambeli” who were diagnosed and showed
difficulties in this skill.
Thus, a bibliographical research was done to support the background and theoretical
bases of this study.
This was complemented with observation guides, surveys and interviews that support
the importance of this research. The results of this study given in the Virtual Story
Book with Traditional Stories showed the fortitude to apply this material in the learning
and teaching process in English as a foreign language, to reinforce the skills which are
so helpful in the acquisition of a new knowledge in other language with fluency and
intellectual growth.
Reading Comprehension- Technological aids- Basic Reading strategies
No. DE REGISTRO (en base de datos): No. DE CLASIFICACIÓN:
DIRECCIÓN URL (tesis en la web):
ADJUNTO PDF: SI x
NO
CONTACTO CON AUTOR/ES:
Teléfono: 2759170-0969647898 2606012-0996049451
E-mail: [email protected]
CONTACTO EN LA INSTITUCIÓN:
Nombre: Universidad de Guayaquil/Facultad de Filosofía/Lenguas y Lingüísticas
Teléfono: (04)2294888 Ext.123
E-mail:[email protected]
xx
SPANISH ABSTRACT
Este proyecto exploró y describió la importancia del problema que se da en
la comprensión lectora en el idioma Inglés con el uso ayudas tecnológicas en
clases y materiales didácticos que ayudan al desarrollo de las estrategias
básicas de lectura de un idioma extranjero como es Inglés, en los estudiantes de
8vo curso del Colegio “Canal de Jambelí” quienes fueron diagnosticados y
mostraron dificultades en esta habilidad.
Además, se hizo una investigación bibliográfica para el apoyo del
antecedente y bases teóricas de este estudio.
Esto fue complementado con guías de observación, encuestas y entrevistas
que afianzan la importancia de la investigación. Los resultados dados de este
estudio en un folleto virtual de cuentos infantiles virtuales con tradicionales
historias mostraron la fortaleza de aplicar este material en el proceso de
enseñanza aprendizaje en Inglés como un idioma extranjero, para reforzar las
habilidades que son muy útiles en la adquisición de un nuevo conocimiento en
otro idioma con fluidez y crecimiento intelectual.
Comprensión Lectora - Ayudas Tecnológicas - Estrategias básicas de lectura
xxi
ABSTRACT
This project explored and described the importance of the problem given in
the development of the reading comprehension in English language with the use
of technology aids in class and didactic materials that help the development of
basic reading strategies in a foreign language as English, in the students of
eighth course of the Public High School “Canal de Jambelí” who were diagnosed
and showed difficulties in this skill.
Thus, a bibliographical research was done to support the background and
theoretical bases of this study.
This was complemented with observation guides, surveys, interviews that
support the importance of this research. The results of this study given in the
Virtual Story Book with Traditional Stories showed the fortitude to apply this
material in the learning and teaching process in English as a foreign language, to
reinforce the skills which are so helpful in the acquisition of a new knowledge in
other language with more fluency and intellectual growth.
Reading Comprehension- Technological aids- Basic Reading strategies
1 1
INTRODUCTION
This project was developed with the objective of resolving a problem of
the students of eighth grade, Superior Basic Education at “Canal de
Jambelí” Public High School located in Guayaquil, where activities in the
classroom were experimented during the reading comprehension.
Reading is the most important skill to learn a foreign language. If students
are good readers, they will learn this language in context and facilitate the
learning. For this reason in this project proposes a virtual storybook with
traditional stories that includes basic reading strategies for developing
reading comprehension that involve the basic reading strategies in the
reading comprehension.
The use of didactic technological resources is another form to increase
the importance of reading comprehension in the students with a Basic
English level in reading.
The first chapter describes the location of the problem, conflict situation
causes and consequences where are determined the objectives of the
learning and teaching process.
The second chapter involves the theoretical foundation of the research
including the background all these concepts and definitions help to build a
good research.
The third chapter determines the methodology through a bibliographic,
statistical study and filed research. Moreover this chapter specifies
population and sample, operationalization of variables, research
instruments and another process.
The fourth chapter describes the design of the proposal about of a virtual
storybook with traditional stories that includes basic Reading strategies for
developing Reading Comprehension according the level of the students
for developing reading comprehension.
2 2
CHAPTER I
THE PROBLEM
1.1. LOCATION OF THE PROBLEM IN CONTEXT
The problem was detected in the Educative Institution “Canal de
Jambelí” public high school is located in zone 8, district 1, Provincia del
Guayas, Canton Guayaquil, parroquia Ximena, Guasmo sur
precooperativa Guayas y Quil No 2 Mz 2384. The Educative Institution
has morning session and afternoon session with elementary school and
high school of eighth, ninth and tenth, is conformed for twenty-seven
teachers and one thousand fifty-five students. The problem was located in
the students of eighth course, morning session about the learning English
language as a foreign language.
Nowadays it is necessary to know about English language because it
creates big opportunities in different areas of the life including education.
One of the most important skills in English is reading because it is
essential to understand each word that is read. Understand a text
sometimes is so difficult although, there are methodological resources that
help to develop the reading comprehension.
Reading comprehension is complex, for this reason, readers do not
develop the ability to comprehend texts easily. Reading comprehension
must be practiced and reinforced continually throughout life. ||The most of
the students from public school cannot improve your reading
comprehension because there is not the satisfactory material or can be
that the teachers are using the same traditional method in class, in which
they should apply another technological resource according the
requirement of the students. Moreover, lack of didactic resources affect
the production of ideas about the topic that the students read, this form
they do not achieve a good reading comprehension.
3 3
1.1.2. CONFLICT –SITUATION
This project has as objective to show the problem that was found in
the students of 8th grade Superior Basic Education at “Canal de Jambelí”
Public High School, located in Guayaquil where the students were
observed with a low level in reading comprehension because they do not
have an additional material to reinforce this ability that is so important.
Reading comprehension class should be more dynamic, interactive and
interesting, this reading class should not be repetitive. Lack of
classification of didactic material according to the level in the students is
another form of demotivation.
There is lack of activities of reading inside the laboratory to reinforce
reading comprehension which is an important place where students can
develop skills in a foreign language as English.
The strategies that are used to develop reading comprehension are not
the appropriate to reinforce the reading class, because innovative
strategies are not used to motivate and promote a good study of this
ability.
There is also a lack of technological resources as videos with
appropriate content, which increase the analytical thinking. Another
problem is that there is not enough time to do all reading activities and get
the best results.
4 4
1.2. DELIMITATION OF THE PROBLEM
Field: Educative- Superior Basic Level
Area: Foreign Language: English
Aspect: Superior Basic Education Public School
Topic: The influence of basic reading strategies to improve reading
comprehension for Basic English learners
Proposal: Design of a virtual storybook with traditional stories that includes basic reading strategies for developing reading comprehension.
1.2.2. VARIABLES OF THE INVESTIGATION
Independent
Basic reading strategies.
Dependent
Reading Comprehension.
5 5
1.3. TABLE No 1 CAUSES AND CONSEQUENCES
CAUSES
CONSEQUENCES
Inadequate didactic material in
reading class.
The lack of attention of the
students.
Demotivation of the students to
learn reading comprehension skill.
The students do not learn to
develop a critical thinking of the
text
The use of the same traditional
material.
There is not a correct connection
between the students and the
class.
Deficiency in the techniques used
in class to do recreate reading.
The students cannot develop
reading skill activities.
Inappropriate reading strategies to
promote a good learning.
The students get a low academic
achievement.
Source: Research results at Canal de Jambelí Public High School
Elaboration: Barahona Quintero Anny Elizabeth
Sánchez Castro Karen Jessenia
6 6
1.4. FORMULATION OF THE PROBLEM
What is the incidence of basic reading strategies in reading
comprehension in the students of the 8th course Basic Superior Education
at “Canal de Jambelí” Public High School, zone 8,district1,Provincia del
Guayas, Cantón Guayaquil, parroquia Ximena, Guasmo sur pre-
cooperativa Guayas y Quil No 2 Mz 2384 periodo lectivo 2015-2016?.
1.5. OBJECTIVES OF THE INVESTIGATION
1.5.1. GENERAL
• Determine the incidence of the basic reading strategies in reading
comprehension through a bibliographic, statistical study and field
research to design a virtual storybook with traditional stories that
includes basic reading strategies for developing reading
Comprehension.
1.5.2. SPECIFICS
• Value basic reading strategies through a bibliographic, statistical
study and field research.
• Characterize reading comprehension through a bibliographic,
statistical study and field research.
• Design a virtual storybook with traditional stories that include basic
reading strategies for developing reading comprehension.
1.6. QUESTIONS OF THE RESEARCH PROJECT
❖ Why is reading comprehension important?
❖ Which is the real situation in reading comprehension in 8th grade
students from Canal de Jambelí High School?
❖ Which are the main theoretical foundations in reading
comprehension in relation to basic reading strategies?
❖ How could a proposal based on virtual storybook with traditional
stories be designed to improve reading comprehension through
basic reading strategies?
7 7
1.7. JUSTIFICATION
This project emerged from an observation that allowed the examination
of the problems in the students. The survey was very important to carefully
examine the causes that produce it, and the interview permitted to consult
the point of view of the English teacher about the research done in the
students of eighth course of High School “Canal de Jambelí”, about
learning English. Where the lack of didactic material and strategies for
reinforcing reading comprehension was noticed.
For this reason, this project was created, which is so necessary to
improve the reading comprehension in the learning process of the English
language as a foreign language, what is connected with the Common
European Framework (CEFR) with basic activities that develop the level
A1.1 in the students of eighth course, as is established in the National
English Curriculum Guidelines (Ministerio de Educacion, 2014) .This
project contributes to science, because basic reading strategies are
proposed to develop critical thinking, as mentioned in the Plan for National
Good Living (2013-2017). In the objective 4.4. This objective cites the
quality of education based in a critical thinking, logic and creative
reasoning in all educative levels.
That is why the intention is to promote a process of change in our
society with the use of this didactic material in the English learning which
will help to improve reading and raise the education level in the students.
This project will benefit the students, teachers and society that would like
to apply it.
8 8
CHAPTER II
THE THEORICAL FRAMEWORK
2.1 BACKGROUND
English is considered a global language many people in the world
speak. This language is used to communicate and do business. It is as
important in the academic field as in a person’s own life. English is an
easy language to learn and to apply.
One of the most fundamental processes in the acquisition of English as
a foreign language, is the practice of reading skills such as reading
comprehension. Reading is not simply a case of either reading very
painstakingly or reading very quickly, and that developing purposive
reading skills in the student will involve training him to adopt a number of
different reading styles related to his reasons for reading. (Johnson &
Morrow, 1981, p. 88)
If the students are good readers, it is understood that they will be good
in the study of the English language. Reading is a complex process that
contains knowledge, comprehension and emotional reactions. All classes
must have the three methodological stages: pre, while and post which
supplement reading comprehension. Nowadays, technology helps readers
to obtain and build an excellent comprehension at the moment of reading
a text.
The theory has been developed based on the different studies about
reading comprehension in English as a foreign language, at the library of
the School of Languages and Linguistic at the Faculty of Philosophy,
Letters and Educational Sciences located at the University of Guayaquil.
9 9
There were six research projects that referred to the importance of
reading comprehension. For instance the importance of the intensive
reading with short stories (Cabrera Cedeño & Cozzarelli Vasquez, 2010),
another project is about How to develop skill with pleasant selected
stories. (Alarcon Anastacio & Ojeda Pozo, How to develop skill with
pleasant selected stories, 2010)
Many of them explained the adequate strategies in reading, but the
content expressed in those thesis projects did not have much to do with
this investigation. This project involves visual aids, according to Andrew
Wright cited by Johnson & Morrow (1981) “the contribution of visual
materials to language learning is growing”. It has become demonstrably
clear that their contribution is relevant to all ages, aims and proficiency
levels (p. 117)
This project was designed with the objective to increase the reading
comprehension in the class using the respective strategies that are
analyzed in this thesis, which means that this project is original.
10 10
2.2 THEORETICAL FOUNDATIONS
2.2.1 DIDACTIC FOUNDATION
From the Didactic perspective, this research supports the construction
of the process of knowledge that emerges through the reading
comprehension, to organize the use of the methodology of teaching and
learning. Stóker (1964) cited by Alcaraz (2002) Stated “the didactics is the
theory of instruction and school education of all kinds and at all levels”.
(pp. 33-36). It is in part a scientific knowledge and in part technical
knowledge.
In this project the didactic field is necessary to explain the objective of
this research, the importance, structure and concepts that involve different
paradigms in the learning and teaching process of the English language
as a foreign language.
STRATEGY
This term is denominated as a systematic planning of acts to achieve a
goal. A strategy is the set of procedures, techniques and resources that
are designed according to the requirement of the people. Strategies help
to stablish the best method or way for increasing the knowledge, with the
exclusive reason of making the learning process more effective. The
strategies are internal processes, where the information of the text is
acquired, elaborated and organized for the person (Brown, 2007).
Rebecca Oxford (1990) cited by Durán Martinez (2008) defines foreign
or second language learning strategies as “specific actions, behaviors,
steps, or techniques” that students use, often consciously, to improve their
progress in apprehending (p. 21).
11 11
There are different strategies that are used in the teaching and learning
process, that concern the reading comprehension. For instance the
cognitive strategy, is an intellectual process or method for attaining an
individual cognitive objective. The cognitive strategy is divided in general
and specific (Pressley & Wholoshyn Vera, 1995).
The general cognitive strategies can be attached in many different
ways or states, while specific cognitive strategies are more particular.
Specific strategies are the most used.
The application of basic and effective strategies are also so important
because generate a good reading comprehension. A strategy is a process
that helps to obtain a successful elaboration in the learning process in a
foreign language.
It is so important that the learners know what strategies they use,
because sometimes they apply them consciously or unconsciously when
they acquire a new knowledge. The strategies are so necessary inside of
the learning process.
Kenneth Andrews (1987) cited by de Wit & Meyer (2010) mention that “the
strategies are operations, steps, plans that are affixed to make the
obtaining of the new information easier” (p. 71).
The strategy is considered as a guide to follow in different activities or
processes that help a person to obtain a goal. Furthermore, the strategies
are essential to improve skills, actions, times and knowledge, all this is to
12 12
get an objective. In 1999 Monereo (as cited in Perez Ruiz & La Cruz
Zambrano, 2014) defines “Finally the strategies are so important because
they help the student to have the purposes become true” (pp. 5-6).
Basic reading strategies include different activities as pre, while and
post reading. These strategies are essential to motivate the students to
participate in an interactive class that motivate their learning process
during the reading comprehension.
PRE-READING
Pre-reading permits do an observation of the text and create your own
point of view about the reading with a prior knowledge.
Some of the techniques used in this methodological stage are:
-Brainstorming, this activity helps the student to collet ideas to a
specific purpose. This can be applied before reading for the students
inside of the class. It is also used to create and innovate concepts.
-Word splash, the teacher gives some words the students about the
topic that they going to read. Students have to do a prediction or build little
ideas with these words. Finally of the activity the students can compare
their work with the text.
-Anticipation, is the introduction of the topic applied before reading,
which the students can active their preview knowledge and connect ideas.
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-Visual aids, present the story through pictures and images also to
incentive the students in the reading. They can give their opinion about the
pictures creating their own concept about the text.
WHILE-READING
Determining importance, the students focus in the most important of
the reading to attain the global idea, in this way they can get to
conclusions and connect the main ideas of the story.
Some of the techniques used in this methodological stage are:
-Inferring, readers build deductions from the reading, using their
information and previewing knowledge about the topic to make
interpretations and critical judgment.
-Synthesizing, readers do a summary about what they have read. This
activity supports the critical thinking because the ideas are expressed in
their own words.
-Key sentences, the students select the most important sentence or
phrase from the text for them, and eventually they explain why this part of
the reading is important.
-Skimming is used to do a fast reading to construct the principal idea
but not so detailed. This technique contributes a half part of the
information.
14 14
-Scanning is more specific to research information that is necessary.
Scanning is profitable to find names, dates, statistic or fact without to know
all about the text.
POST-READING
Post reading permits retelling the story, synthesizing and summarizing
the most important aspects of the topic.
Some of the techniques used in this methodological stage are:
-QAR, this activity is used after reading to clarify ideas, through
questions and answers to stablish a relationship with the topic, using basic
questions that can be found in the text or in different parts of the text.
-Creative testing is so useful to evaluate how much information
students acquired about the topic. The readers can answer some
questions using the method TRUE or FALSE.
✓ This strategies need of different techniques that involve to practice
the reading comprehension. It is a channel to improve skills.
15 15
INTERPRETATIVE
It is part of the reading comprehension which stablishes a conection
between the reader and reading to extract ideas and clarify conclusions of
the text.
AUDIOVISUAL AIDS
Audiovisual aids are an important part inside the development of skills
in the students for a significant learning. Moreover this resource includes
the major parts of the senses. In this way the students can learn more
spontaneous, entertaining and natural, because promote the construction
of communicative scheme and create an effective learning environment.
READING COMPREHENSION
Reading comprehension is an interactive and active process, which
helps to build coherent knowledge and connect the reading with the
reader. It is the act of understanding what text or book you are reading, in
this way the information is acquired in a logical form and the main idea is
achieved. It also increases the ability in the learning of English language
as a foreign language.
Reading comprehension sometimes can be a little difficult to
understand for this reason, it is necessary to teach reading strategies, for
the students to reinforce the reading.
This activity required to be monitored for multiple effective strategies
because, sometimes, to read becomes a difficult activity (Brown, 2007).
16 16
“Comprehension is the faculty to know the words, to build ideas inside of
the text and finally to stablish a relationship among diverse ideas”
( McNamara, 2007, pp. 3-4).
Reading comprehension is essential at the moment to read a text,
because without comprehension the students cannot understand the
meaning of the topic that is being read. For this reason comprehension is
an important component inside of the reading.
Reading is a potential skill that offers the readers a development of
analytical thinking and expands a coherent elaboration of the ideas.
There are different types of reading, extensive and intensive, in this
study the intensive reading develops a very important role because is
more specific and detailed in the learning. Intensive reading “Consist in get
a principal idea for inferring about the topic explained in class, and
connect different concepts of a consistent manner. It is learning with a
specific objectives and aims” (Brown, 2007, p. 301).
Intensive reading involves meanings, skills, development of reading,
knowledge of grammar and vocabulary in a context learning. “Intensive
reading involves translation and comprehension of the text, sentence by
sentence. Also is used to point how the language helps the
communication of the text and it can be a good preparation for the
additional activities”. (I.S.P.Nation, 2008, p. 25)
This type of reading is considered fundamental in the process of this
research to promote an excellent reading comprehension in the students.
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2.2.2 LINGUISTIC FOUNDATION
English is considered a global language in the communication, that
express feelings and cultures from different nationalities. The linguistic
foundation of this research is the communicative competence in reading
comprehension. Christiane Nord (2005) mentions that “A text is a
communicative action which can be realized by a combination of verbal
and non-verbal means”. (p. 16)
As a product of the author’s intention, the text remains provisional
until it is actually received. It is the reception that competes the
communicative situation and defines the function of the text. We
may say that the text as a communicative act is completed by the
receiver (Nord, 2005, p. 18)
Reading comprehension involves an active, intentional and interactive
process.
In literature there are different types of texts .In this research narrative
texts are used in the proposal .Narrative texts are stories with structures,
plot, event, characters and setting. This text in the reading comprehension
class is more feasible because supports the new knowledge in the
students to connect the reading with the reader, also to interpret the main
idea and purposes to generate interaction with the text.
In 1981 Beaugrande and Dressler (as cited in Wright & Budin, 2001)
mentioned that the text linguistics contains seven standards or principles
that are: cohesion, coherence, intentionality, acceptability, Informativity,
contextuality and intertextuality. These principles support the interaction in
the communicative process with different linguistic elements that involve a
text.
18 18
Cohesion: The reader connects the reading within a grammatical
sequence, connectors and meanings in the text in a mental process of
interpretation.
Coherence: Consist in organizing the main idea with concordance to
understand and transmit the information of the reading.
Intentionality: To define a purpose, belief, knowledge to produce the
information and receive a communicative text.
Acceptability: To accept a text with cohesion and coherence for the
receiver.
Informativity: It is the presentation or new information for the receiver
with communicative values.
Contextuality: To support contextual knowledge to connect the text with
the reason.
Intertextuality: It is the relationship of a text with other texts with the same
genre to understand and construct the knowledge.
The use of short stories develops the language competence in the
students. (Nugrahenny & Manara, 2011, p. 104).In the teaching and
learning process in reading comprehension, linguistic and literature have a
very important role that can enrich English learning through short stories.
19 19
This reading helps to think directly in English with coherence, to obtain
fluency in this language and a critical thinking.
Short stories are the best way to reinforce the learning in English
language as a foreign language, this reading is practical and not
complicated. For all these reasons, they are suitable to be used in different
levels of learning, the students will be able to read, comprehend and
conclude something in English and will obtain benefits in this processes.
2.2.3 PSYCHOLOGICAL FOUNDATION
Psychological foundation in the teaching and learning process supports
the development of the new knowledge. This foundation is focused in the
psychological processes that are presented in the learning, this theory is
connected with the individual and human development of each person.
Siegler cited by Woolfolk (2006) mentions that the cognitive progress in
the students “to increase the elaboration of information process in a logic
way”. (p. 28).
In reading comprehension there are mental processes that include
analysis, synthesis, induction and deduction for comprehension of the
reading, where the students get practice; for instance the models of
reading bottom up and top down.
During the bottom up process the reader starts with small units and
builds these into larger ones. The learner reader registers the text
visually, identifies the details. This process is often referred to as
decoding text. By contrast top down processing refers to the use
20 20
learners make of larger units and their prior knowledge.
(Schellekens, 2007, pp. 93-94).
According to the previously mentioned author:
BOTTOM UP
It is a process where the reader can perceive a specific idea to get
more details and elaborate a complete presentation.
TOP DOWN
To establish preview knowledge of the content to understand the text
of a global way. This model of reading helps the students to concentrate
on a whole meaning of the text or topic.
The role of the schema
The mental structure helps the readers to organize the knowledge and
interpret the text. “The way we interpret depends on the schemata
activated by the text; and whether we interpret successfully depends on
whether our schemata are sufficiently similar to the writer’s” (Nuttall, 2005,
p. 7).
Piagets (as cited in R.Shaffer & Kipp, 2014) mentions that the schemes
are mental systems that “increase the intelligence and represent the reality
for organizing an idea” (p. 203).
21 21
Meaningful learning
Ausubel cited by Donald Novak (2010) said, that “the meaningful
learning is a process in which new information is related to an existing
relevant aspect of an individual’s knowledge structure” (p. 59).
This process contains visual aids to connect the concrete and the
abstract, this facilitated the learning in the students, because they
assimilate the object with the meaning and remember more quickly without
many complications or obstacles.
2.2.4 SOCIOLOGICAL FOUNDATION
The main purpose of sociology in this project is the study of interactive
process in learning. The education contributes in the society and offers
opportunity of overcoming. In fact, symbolic theory acts inside of the
classroom and in the dynamics or work in groups.
Functions of sociology:
Socialization
Transmission of cultures
Social Control
Changes and opportunities.
The sociology implies some changes in the education based in the
sociology activities, changes that are incorporated according the
realities contemporary (Scott & Guppy, 2010).
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INTERACTIVE PROCESS IN READING COMPREHENSION
This process is necessary to have a general and specific idea about
the content that is being read, also are the results of an elaboration of
significant reading, to increase more opportunities in academic,
professional, and personal life.
Collins (as cited in Taylor, 2012) commented that they “hold in esteem
a learning process that is active and interactive, set within the context of
warm and nurturing relationships and rich in communication” (p. 89).
2.2.5 PHILOSOPHICAL FOUNDATION
From the philosophical field, the study of axiological paradigms that
support the human values of the educative environment, is essential in this
project this science is necessary in the teaching and learning process.
According to the UNESCO in 2002 Gonzáles Lucini (as cited in
Salvador, 2009) reported that the education in the 21st century
“Education is forced to provide nautical letters of a complex world in
perpetual commotion and at the same time, the compass to
navigate it. It is very essential to develop the moral conscience of
the students and the progressive growth of their personal autonomy
with a social responsibility through the moral values”. (p. 81)
The treatment of the moral behavior, in this case is essential in the
students, they should learn the respect to different points of view, cultures,
beliefs how they should act in class.
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2.2.6 PEDAGOGICAL FOUNDATION
The art of teaching and learning based in didactic materials, methods,
contents and concepts for the learners. It is a process where is imparted
knowledge and skills.
Pedagogy believes that all humans can learn in different forms
applying methods, strategies and materials. It is a set of procedures
and resources; pedagogy is referred to standards and parameters.
The education should be comprehensive and not to memorize
everything (Galarza Mena, 2012, pp. 10-13).
CONSTRUCTIVISM
It is based to build the knowledge of the environment that is around.
Constructivism is a philosophy of learning in which the learner constructs
and forms the concepts that learn and understand. It is an interaction
between the experiences and concepts. “The constructivism gives up the
traditional methods and lead to new theoretical contents” (P.Steffe & Gale,
2012, p. 17).
The constructivism leads the students to an interest and development
of their knowledge, the students can create their own ideas. The teacher
organizes and facilitates to the students to order new concepts and
connect them with their preview concepts. This theory has a big impact
inside of the learning theories and teaching methods in education. In the
classroom the students elaborate and create relationships between old
perceptions and new ideas.
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2.2.7 TECHNOLOGICAL FOUNDATION
The technological foundation has effective results in the classroom,
because the students increase the attention and interest in the subject that
they study. Also, it motivates the teaching and learning process of the
students and develop their thinking.
Nowadays, the educative system offers the technology as an important
part in the education .In this technological age is more feasible to teach
foreign languages using the technology. In this case, the reading
comprehension also includes the technology for instance; the virtual
traditional storybook that contains audiovisual aids that help in the
acquisition of the English language.
The use of audiovisual aids or media is familiar enough to language
teachers. The filmstrip projector and language laboratory have an
important role in the transformation of language teaching (Stern,
2011, p. 442).
The technology in the classroom increases student attention and
interest in the material, because in this way the students learn easier and
attain positive results in the English language.
2.2.8 LEGAL FOUNDATION
The legal framework in this project is related to The Intercultural
Education Organic Law (LOEI) (Ministerio de Educacion, 2015) in Ecuador
where is included in the
Chapter third of student rights, article 7 literal a:
✓ The students are actors in the educational process, for generating
an interactive class.
25 25
Chapter fourth the rights and obligations of the teachers Article 11 literal i:
✓ The teacher monitoring students learning to develop the different
competencies, abilities, skills in the learning process.
This proposal uses technological resources, as it is mentioned in the
Good living National Plan (2013-2017), based in the objective 4.4., where
it is cited the quality of education based in a critical thinking, logic and
creative reasoning in all educative levels.
In conclusion, this project considers these objectives important, necessary
and indispensable for a good educational development in the educative
field.
GLOSSARY OF RELEVANTS TERMS
ACTIVITY
A specific action, function or deed. Especially takes part at school that
involves the students.
AUDIOVISUAL AID
Educational materials directed at both the sense of hearing and the
sense of sight; films, recordings, photographs, etc., used inclassroom instr
uction.
COGNITIVE
Involve conscious mental activities such as thinking, understanding,
learning, and remembering.
COHERENT
To talk or express something in a clear way that can be easily
understand. Logical and well-organized.
26 26
CREATE
To make or produce something new. Originate new parameters.
CRITICAL THINKING
It is a process of conceptualizing, applying, analyzing, synthesizing,
and/or evaluating information generated by, observation, experience,
reflection, reasoning, or communication.
FOREIGN LANGUAGE
Located in, or coming from another country, area, people, etc.
GLOBAL
It is concern and set, something general or whole.
GUIDE
A person who shows the way to others such as leading, directing or
advising.
INFORMATION
Knowledge in the form of facts, news, etc. /an interesting piece of
information.
INNOVATE
To make changes, introduce new ideas, inventation, etc.
INTENSIVE
Giving a lot of attention or action to a small amount of something or in
small amount of time.
27 27
INTERACTIVE
That interacts /of or for the exchange of information between a computer and a user while a program is in operation.
KNOWLEDGE
What a person knows; the facts, information, skills, and understanding
that one has gained, through learning or experience.
LEARNER
A person who is learning, especially a person.
METHOD
A planned way of doing something/ proper planning and arrangement.
OPERATION
The condition or process of working/a thing (to be) done; an activity.
PROCESS
A connected set of natural actions or event that produce continuation or
gradual change, and over which humans have little control. Set of human
actions or operations that are performed intentionally in order to reach a
particular result or as part of an official system
READING
The act or practice of reading/a figure shows by a measuring instrument.
28 28
SKILL
Special ability to do something well, especially as gained by learning and practice.
STRATEGY
A method or plan to achieve a goal or solution a problem.
TEACHER
A person who is teaches, especially as a profession, instructor.
TECHNIQUE
Method of doing something that needs skill, esp. in art, music, literature, etc.
TRADITTIONAL
The passing down of the belief, practice, and customs from the past to
the present a customary way of thinking or behaving that has been passed
down in this way and continuously followed for a long time.
INSIGHTS
Ideas about the true nature of something.
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CHAPTER III
METHODOLOGY, PROCESS, ANALYSIS OF RESULTS
3.1 METHODOLOGICAL DESIGN
The modality of research applied to this project is a field research,
through surveys, observation and interview about reading comprehension
in the English language to the students of the eighth course with
application questions and answers of logical reasoning.
This research is a mixed approach, establishes an outcome as much
qualitative as quantitative.
Qualitative
Describes theories and facts, observed in the institution.
This research involves different methods for explaining the problem
situation, also it is flexible, holistic and successful in the development of
the process
Quantitative
The principal objective of quantitative research is to study the
quantitative properties of the phenomena and apply hypothesis, theories
and statistical models for an explanation with more specifics mathematical
results.
30 30
3.2 TYPES OF INVESTIGATION
Explanatory
This research is explanatory because it explains the different causes
that originate the problem situation as phenomenon .It makes more
feasible the formulation of the problem.
Descriptive
It is descriptive research because it describes the different situations
that concern to this project with their elements and materials of the study.
No experimental
There is no experimental study in this project, it is a systematic and
empirical research, because the researches are not involved completely in
the study problem, they only are observers and analyzers.
31 31
3.3 POPULATION AND SAMPLE
Population
The total group of persons that belongs to an area, district or institution
in which they are going to be analyzed for instance, in this investigation
the population is the Public High School “Canal de Jambelí” with different
integrants as: director, teachers and students.
Sample
It is a specific part of the investigation that shows quality and skills of
the study group.
In this study, the sample are the students of eighth course and one
English Teacher.
Nº STAFF POPULATION SAMPLE
1 AUTHORITY 1 1
2 TEACHERS 27 1
3 STUDENTS 83 41 TOTAL 111 43
3.4 OPERATIONALIZATION OF VARIABLES
VARIABLES
DIMENSIONS INDICATORS
Independent variable Basic Reading Strategies
Type of strategy
Cognitive Strategy
Stages model Pre-While and Post
Technique Anticipation,skimming,scanning and interpretative
Elements of multimedia
Audiovisual texts
Dependent variable Reading Comprehension
Type of reading
Intensive and extensive
Communicative competence
Linguistic Competence Sociolinguistic Competence Pragmatic Competence
Process of reading
Bottom up / Top down
Types of texts
Narrative Descriptive Short stories
32
33 33
3.5 METHODS OF INVESTIGATION
It is a set of prescribed procedures for establishing and
connecting theorical statements about events.
Deductive –Inductive
Analysis-Synthesis
Historical – Logic
Deductive method
It is a process that gives a general information to obtain a conclusion
with more details. This argument is based on laws and rules deductively,
also a deductive argument is valid, but this not mean that answer is true or
false to conclusion of a point of view about of the research.
Inductive method
An inductive method gives probable conclusion based on experiences
or observation. This method uses the observation to increase the research
about the specific phenomena. This argument to attain the general from
the specific.
Analysis
It is an examination of data and facts to find out and understand cause-
effect relationships, thus providing basis for problem solving.
Synthesis
It is an organization concept and structured where is combined the
information to develop an argument or a perspective of a topic.
34 34
Historical
This method consists in the study of the background, causes and
consequences of this research.
Logic
It is a method that includes scientific concepts to discover the truth that
is used in all disciplines of the knowledge.
3.6 TECHNIQUES AND INSTRUMENTS
It is a set of procedures or resources that are used in any activity, art or
science.
3.6.1 TECHNIQUES
OBSERVATION
SURVEYS
INTERVIEWS
Observation
An observation is a collection of information or dates by using the
senses. Inferences promote the explanation of the observations.
This technique is used to identify the problem situation in the educative
institution that influenced in the students learning of the Public High
School “Canal de Jambelí”.
This instrument generates a perspective about the research according
to the problem of study.
35 35
Surveys
This technique of investigation collects the necessary information,
dates, opinions of the teachers and students, all this to evaluate the
problem situation.
Interviews
It is a conversation in which the teacher expresses her opinion about
the learning process of the students in reading comprehension.
3.6.2 INSTRUMENTS
Observation questionnaires
Survey questionnaires
Interview questionnaires
Observation questionnaires
The instrument that was used in forty-one students and the English
teacher of eighth course of the Public High “Canal de Jambelí”.
Survey questionnaires
The instrument that was used in forty-one students of eighth course of
the institution was the survey that had fifteen close questions with five
alternatives to answer. The answers of the students were essentials in this
investigation for to elaborate a useful proposal. In which were obtained the
follow outcomes.
Interview questionnaires
The English teacher was interviewed with ten open questions. She
provided personal opinions about the English learning process in reading
comprehension.
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3.7 ANALYSIS OF RESULTS
The problem situation that affects English learning of the students was
verified through a triangulation method that was applied through
observation, surveys to the students and teacher interviews, which are the
suitable instruments to provide a necessary information about the
problem.
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3.7.1 ANALYSIS OF THE SURVEY RESULTS
SURVEY TO STUDENTS
SAMPLE: 41 STUDENTS COURSE: EIGHTH COURSE
QUESTION 1: Do you like English class?
ALTERNATIVES NUMBER OF RESPONSES
PORCENTAGE
Always 35 85.36%
Almost always 2 4.88%
Sometimes 2 4.88%
Almost Never 1 2.44%
Never 1 2.44%
Total 41 100%
GRAPHIC 1
Always Almost always Sometimes Almost never Never
3% 2%
5% 5%
85%
Source: research result
Elaboration: Anny Barahona and Karen Sánchez
ANALYSIS
85% of the answers from the survey were positive .This means that the
students like to learn this language that contributes in the society to know
other cultures with different language.
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3.7.2 ANALYSIS OF THE SURVEY RESULTS
SURVEY TO STUDENTS
SAMPLE: 41 STUDENTS COURSE: EIGHTH COURSE
QUESTION 2: Is your English class interesting?
ALTERNATIVES NUMBER OF RESPONSES
PORCENTAGE
Always 10 24.39%
Almost always 11 26.83%
Sometimes 10 24.39%
Almost Never 8 19.51%
Never 2 4.88%
Total 41 100%
GRAPHIC 2
Always Almost always Sometimes Almost never Never
5%
20%
24%
24%
27%
Source: research result
Elaboration: Anny Barahona and Karen Sánchez
ANALYSIS
The result have shown that 27% of the students consider this
class interesting and the other part need to be motivated to learn the
English language with great enthusiasm.
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3.7.3 ANALYSIS OF THE SURVEY RESULTS
SURVEY TO STUDENTS
SAMPLE: 41 STUDENTS COURSE: EIGHTH COURSE
QUESTION 3: Is easy to learn English as a foreign language?
ALTERNATIVES NUMBER OF RESPONSES
PORCENTAGE
Always 2 4.88%
Almost always 8 19.51%
Sometimes 20 48.78%
Almost Never 5 12.20%
Never 6 14.63%
Total 41 100%
GRAPHIC 3
Always Almost always Sometimes Almost never Never
12%
5% 15%
19%
49%
Source: research result
Elaboration: Anny Barahona and Karen Sánchez
ANALYSIS
49% shows that the students consider this language complicated of
learning ,but it is not imposible,for this reason it is very important to
reinforce the skills in this foreign language.
40 40
3.7.4 ANALYSIS OF THE SURVEY RESULTS
SURVEY TO STUDENTS
SAMPLE: 41 STUDENTS COURSE: EIGHTH COURSE
QUESTION 4: Do you think English class is important in education?
ALTERNATIVES NUMBER OF RESPONSES
PORCENTAGE
Always 30 73.17%
Almost always 7 17.07%
Sometimes 2 4.88%
Almost Never 2 4.88%
Never 0 0%
Total 41 100%
GRAPHIC 4
Always Almost always Sometimes Almost never Never
0%
5% 5%
17%
73%
Source: research result
Elaboration: Anny Barahona and Karen Sánchez
ANALYSIS
The majority of the students consider necessary to acquire knowledge
in this language for generating new opportunities in different situations of
life.
41 41
3.7.5 ANALYSIS OF THE SURVEY RESULTS
SURVEY TO STUDENTS
SAMPLE: 41 STUDENTS COURSE: EIGHTH COURSE
QUESTION 5: Do you have problems to read in English?
ALTERNATIVES NUMBER OF RESPONSES
PORCENTAGE
Always 28 68.29%
Almost always 10 24.39%
Sometimes 3 7.32%
Almost Never 0 0%
Never 0 0%
Total 41 100%
GRAPHIC 5
Always Almost always Sometimes Almost never Never
0% 0%
7%
25%
68%
Source: research result
Elaboration: Anny Barahona and Karen Sánchez
ANALYSIS
This study indicates that the majority of the students need to practice
reading in class to resolve the problems or obstacles that this activity
involve.
42 42
3.7.6 ANALYSIS OF THE SURVEY RESULTS
SURVEY TO STUDENTS
SAMPLE: 41 STUDENTS COURSE: EIGHTH COURSE
QUESTION 6: Do you think the reading activity is necessary for learning
English language as a foreign language?
ALTERNATIVES NUMBER OF RESPONSES
PORCENTAGE
Always 35 85.36%
Almost always 2 4.88%
Sometimes 2 4.88%
Almost Never 1 2.44%
Never 1 2.44%
Total 41 100%
GRAPHIC 6
Always Almost always Sometimes Almost never Never
3% 2%
5% 5%
85%
Source: research result
Elaboration: Anny Barahona and Karen Sánchez
ANALYSIS
Most of the students think that this activity supports the learning
process in this language, because it involves the different skills of English
language.
43 43
3.7.7 ANALYSIS OF THE SURVEY RESULTS
SURVEY TO STUDENTS
SAMPLE: 41 STUDENTS COURSE: EIGHTH COURSE
QUESTION 7: Do you think that the reading comprehension practice
supports your acquisition of English?
ALTERNATIVES NUMBER OF RESPONSES
PORCENTAGE
Always 35 85.36%
Almost always 2 4.88%
Sometimes 2 4.88%
Almost Never 1 2.44%
Never 1 2.44%
Total 41 100%
GRAPHIC 7
Always Almost always Sometimes Almost never Never
3% 2%
5% 5%
85%
Source: research result
Elaboration: Anny Barahona and Karen Sánchez
ANALYSIS
The result of this survey shows that 85% of the students consider
reading comprehension important; in this process they can learn in context
the English language as a foreign language, in a more effective way.
44 44
3.7.8 ANALYSIS OF THE SURVEY RESULTS
SURVEY TO STUDENTS
SAMPLE: 41 STUDENTS COURSE: EIGHTH COURSE
QUESTION 8: Are your English classes interesting, dynamic and didactic?
ALTERNATIVES NUMBER OF RESPONSES
PORCENTAGE
Always 8 19.51%
Almost always 15 36.59%
Sometimes 10 24.39%
Almost Never 6 14.63%
Never 2 4.88%
Total 41 100%
GRAPHIC 8
Always Almost always Sometimes Almost never Never
5%
15%
24%
19%
37%
Source: research result
Elaboration: Anny Barahona and Karen Sánchez
ANALYSIS
37% showed that almost always they are interested, but it is necessary
to do innovative activities that involve the students in the learning and
teaching process.
45 45
3.7.9 ANALYSIS OF THE SURVEY RESULTS
SURVEY TO STUDENTS
SAMPLE: 41 STUDENTS COURSE: EIGHTH COURSE
QUESTION 9: Which one of following options are used frequently in
Reading classes? Highlight -listening -dictionary - preview - outline -
summary - key words – glossary
ALTERNATIVES NUMBER OF RESPONSES
PORCENTAGE
Always 20 48.78%
Almost always 9 21.95%
Sometimes 8 19.51%
Almost Never 4 9.76%
Never 0 0%
Total 41 100 %
GRAPHIC 9
Always Almost always Sometimes Almost never Never
0%
10%
19%
49%
22%
Source: research result
Elaboration: Anny Barahona and Karen Sánchez
ANALYSIS
49% of the students use the majority of the option at the moment
of reading a text .this shows that these activities are essential and
frequently used.
46 46
3.7.10 ANALYSIS OF THE SURVEY RESULTS
SURVEY TO STUDENTS
SAMPLE: 41 STUDENTS COURSE: EIGHTH COURSE
QUESTION 10: Do you think reading comprehension process enhances
you learning in English language?
ALTERNATIVES NUMBER OF RESPONSES
PORCENTAGE
Always 25 60.97%
Almost always 10 24.39%
Sometimes 3 7.32%
Almost Never 2 4.88%
Never 1 2.44%
Total 41 100%
GRAPHIC 10
Always Almost always Sometimes Almost never Never
3%
5% 7%
24%
61%
Source: research result
Elaboration: Anny Barahona and Karen Sánchez
ANALYSIS
This answers were positive .This means that the students to learn
when reading an interesting text are connected with the reader with the
main idea expressed in the text and widen their knowledge.
47 47
3.7.11 ANALYSIS OF THE SURVEY RESULTS
SURVEY TO STUDENTS
SAMPLE: 41 STUDENTS COURSE: EIGHTH COURSE
QUESTION 11: Do you consider that a basic reading strategy is
indispensable in the Reading comprehension?
ALTERNATIVES NUMBER OF RESPONSES
PORCENTAGE
Always 25 60.97%
Almost always 12 29.27%
Sometimes 3 7.32%
Almost Never 1 2.44%
Never 0 0%
Total 41 100%
GRAPHIC 11
Always Almost always Sometimes Almost never Never
3% 0%
7%
29%
61%
Source: research result
Elaboration: Anny Barahona and Karen Sánchez
ANALYSIS
This study indicates that the majority consider essential the basic
reading strategies in the reading comprehension for understand in the
context of the reading, to identify the main idea.
48 48
3.7.12 ANALYSIS OF THE SURVEY RESULTS
SURVEY TO STUDENTS
SAMPLE: 41 STUDENTS COURSE: EIGHTH COURSE
QUESTION 12: Can you analyze and understand the information
presented in a text?
ALTERNATIVES NUMBER OF RESPONSES
PORCENTAGE
Always 4 9.76%
Almost always 8 19.51%
Sometimes 16 39.02%
Almost Never 8 19.51%
Never 5 12.20%
Total 41 100%
GRAPHIC 12
Always Almost always Sometimes Almost never Never
12% 10%
20% 19%
39%
Source: research result
Elaboration: Anny Barahona and Karen Sánchez
ANALYSIS
In this answer the students show that they need to practice reading
comprehension activities to facilitate the fluency in this skill to promote the
knowledge in English language.
49 49
3.7.13 ANALYSIS OF THE SURVEY RESULTS
SURVEY TO STUDENTS
SAMPLE: 41 STUDENTS COURSE: EIGHTH COURSE
QUESTION 13: Do you try to guess the meaning of unknown words or
phrases?
ALTERNATIVES NUMBER OF RESPONSES
PORCENTAGE
Always 25 60.97%
Almost always 10 24.39%
Sometimes 4 9.76%
Almost Never 2 4.88%
Never 0 0%
Total 41 100%
GRAPHIC 13
Always Almost always Sometimes Almost never Never
0%
5% 10%
24%
61%
Source: research result
Elaboration: Anny Barahona and Karen Sánchez
ANALYSIS
61% try to guess the meaning of unknown terms and related to the
reading, therefore it is very important to identify the key words in the
reading that permit to organize the main idea for the construction of the
reading comprehension process.
50 50
3.7.14 ANALYSIS OF THE SURVEY RESULTS
SURVEY TO STUDENTS
SAMPLE: 41 STUDENTS COURSE: EIGHTH COURSE
QUESTION 14: Do you agree that you should use technological aids in
Reading class for interactive learning?
ALTERNATIVES NUMBER OF RESPONSES
PORCENTAGE
Always 31 75.61%
Almost always 8 19.51%
Sometimes 2 4.88%
Almost Never 0 0%
Never 0 0%
Total 41 100%
GRAPHIC 14
Always Almost always Sometimes Almost never Never
0% 0%
5%
19%
76%
Source: research result
Elaboration: Anny Barahona and Karen Sánchez
ANALYSIS
76% consider a good idea to implement technological aids in class for
facilitating the learning and teaching process in the acquisition of the
English language and to increase the critical thinking.
51 51
3.7.15 ANALYSIS OF THE SURVEY RESULTS
SURVEY TO STUDENTS
SAMPLE: 41 STUDENTS COURSE: EIGHTH COURSE
QUESTION 15: Do you think that the interactive class supports to increase
collaboration in English class?
ALTERNATIVES NUMBER OF RESPONSES
PORCENTAGE
Always 23 56.10%
Almost always 10 24.39%
Sometimes 7 17.07%
Almost Never 1 2.44%
Never 0 0%
Total 41 100%
GRAPHIC 15
Always Almost always Sometimes Almost never Never
3% 0%
17%
24% 56%
Graphic # 15: Analysis – Synthesis of Question # 13.
Source: research result
Authors: Anny Barahona and Karen Sánchez
ANALYSIS
The majority of the students think that when the class is interactive, it
motivates the participation, therefore it is necessary for students to
participate in class in order to obtain a good result in this essential process
of learning.
52 52
Highlight listening dictionary Preview Outline summary key words glossary
3.8.1. SURVEY
Objective: To collect information about the teaching and learning process
of the reading comprehension in a foreign language.
Always=1 Almost Always=2 Sometimes=3 Almost Never=4 Never=5
STUDENTS 1 2 3 4 5
1 Do you like English class?
2 Is your English class interesting?
3 Is easy to learn English as a foreign language?
4 Do you think English class is important in Education?
5 Do you have problems to read in English?
6 Do you think the reading activity is necessary for learning English language as a foreign language?
7 Do you think that the reading comprehension practice supports your acquisition of English?
8 Are you English classes interesting, dynamic and didactic?
9 Which one of following options are used frequently in Reading classes?
10 Do you think reading comprehension process enhances you learning in English language?
11 Do you consider that a basic reading strategy is indispensable in the Reading comprehension?
12 Can you analyze and understand the information presented in a text?
13 Do you try to guess the meaning of unknown words or phrases?
14 Do you agree that you should use technological aids in Reading class for interactive learning?
15 Do you think that the interactive class supports to increase collaboration in English class?
53 53
3.8.2.OBSERVATION GUIDE
Institution: High School "Canal de Jambelí"
Direction: Guasmo Sur Pre-Cooperativa Guayas y Quil n°2 Mz 2384
Support: Public
Labour regime: Costa Zone: 1 Distrito: 8 Parroquia:
Ximena
Section: Diurna Type: Mixed Subject:
English
Topic: Day: Hour:
Objective: To collect information about the teaching and learning process
of the reading comprehension in a foreign language.
Always=1 Almost Always=2 Sometimes=3 Almost Never=4
Never=5
STUDENTS 1 2 3 4 5
1 Pay attention to the issue of class.
2
3 Participation in class.
4 Includes instructions for the class.
5 Meet the assigned tasks.
54 54
3.8.3. OBSERVATION GUIDE
Institution: High School "Canal de Jambelí"
Direction: Guasmo Sur Pre-Cooperativa Guayas y Quil n°2 Mz 2384
Support: Public
Labour regime: Costa Zone: 1 Distrito: 8 Parroquia:
Ximena
Section: Diurna Type: Mixed Subject:
English
Topic: Day: Hour:
Objective: To collect information about the teaching and learning process
of the reading comprehension in a foreign language.
Always=1 Almost Always=2 Sometimes=3 Almost Never=4
Never=5
TEACHER 1 2 3 4 5
1 Management techniques of learning activities.
2 The use of support for reading material.
3 The class involves didactic activity.
4 Carries out activities to enhance reading comprehension.
5 Work on group activities to increase the participation of the students.
55 55
UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE EDUCATION
SCHOOL OF LANGUAGE AND LINGUISTIC
INTERVIEW TO THE ENGLISH TEACHER OF PUBLIC HIGH SCHOOL
“CANAL DE JAMBELÍ” No.
3.8.4. INTERVIEW
Objective: To collect information about the teaching and learning process
of the reading comprehension in a foreign language.
1. Do you think that students can learn a new language by reading in
class?
I think that is so important because this influence in the skills.
2. What is the reading comprehension importance in the learning of
the English language?
The students can to develop their critical thinking.
3. Do you consider that students have reading comprehension
problems?
Sometimes they have difficult to understand a text in another language.
4. Do you prefer to use conventional materials, physical or
audiovisual media to develop reading classes? Why?
I prefer use audiovisual materials because these are so necessary in this
age.
5. What kind of reading works more in class to increase reading
comprehension?
I work different articles as Scientifics, famous people and others.
56 56
6. What are basic reading strategies to promote and stimulate the
student's learning?
To underline, research new words, brainstorming, give different opinions.
7. Do you have the didactic materials to carry out activities in class to
develop reading comprehension?
Sometimes there is not the didactic material to develop reading
comprehension.
8 What are the basic reading strategies that you prefer to reinforce in
class to have a better outcome?
I prefer that the students read and give your opinions about the text.
9. How can you promote reading comprehension in the eighth year
students?
I can promote reading comprehension through interesting readings.
10. Do you think the use of technology allows you to make easier the
process of students learning at the time of activities in class?
I think that is an important didactic material because the students can
learn in easier way.
57 57
3.9. PEARSON CHI SQUARE TEST.
Objective:
To determine statistically if the variables studied have a relationship
between the indepent variable and the dependent variable.
Independent variable: Basic reading strategies.
Dependent variable: Reading comprehension.
Tablas de contingencia
Resumen del procesamiento de los casos
Casos
Válidos Perdidos Total
N Porcentaje N Porcentaje N Porcentaje
Do you consider that a
basic reading strategy is
indispensable in the reading
comprehension? * Do you
have problems to read in
English?
41
100,0%
0
0,0%
41
100,0%
Tabla de contingencia Do you consider that a basic reading strategy is indispensable in the
reading comprehension? * Do you have problems to read in English?
58 58
Recuento
Do you have problems to read in English? Total
Always Almost Always Sometimes
Always
Do you consider that a basic
reading strategy is Almost Always
indispensable in the reading
comprehension? Sometimes
Almost Never
Total
25 0 0 25
3 9 0 12
0 1 2 3
0
28
0
10
1
3
1
41
Pruebas de chi-cuadrado
Valor gl Sig. asintótica
(bilateral)
Chi-cuadrado de Pearson
Razón de verosimilitudes
Asociación lineal por lineal
N de casos válidos
57,636a
47,951
32,231
41
6
6
1
,000
,000
,000
a. 9 casillas (75,0%) tienen una frecuencia esperada inferior a 5. La
frecuencia mínima esperada es ,07.
Analysis:
The test showed that the p-value is< 0.005 that means there is a
relationship of the dependent variable (Reading comprehension) and
Independent variable (Basic reading strategies).
59 59
Medidas simétricas
Valor Error típ.
asint.a
T aproximadab Sig.
aproximada
Intervalo por
intervalo R de Pearson
Correlación de
Ordinal por ordinal Spearman
N de casos válidos
,898
,879 41
,040
,061
12,720
11,528
,000c
,000c
a. Asumiendo la hipótesis alternativa.
b. Empleando el error típico asintótico basado en la hipótesis nula.
c. Basada en la aproximación normal.
Frecuencias
Estadísticos
Do you consider
that a basic
reading strategy
is indispensable
in the reading
comprehension?
Do you have
problems to read
in English?
Válidos
N
Perdidos
Media
Varianza
41 41
0
1,51
,556
0
1,39
,394
60 60
Tabla de frecuencia
Do you consider that a basic reading strategy is indispensable in the reading
comprehension?
Frecuencia Porcentaje Porcentaje válido Porcentaje
acumulado
Always
Almost Always
Válidos Sometimes
Almost Never
Total
25 61,0 61,0 61,0
12 29,3 29,3 90,2
3 7,3 7,3 97,6
1 2,4 2,4 100,0
41 100,0 100,0
Do you have problems to read in English?
Frecuencia Porcentaje Porcentaje válido Porcentaje
acumulado
Always
Almost Always
Válidos Sometimes
Total
28 68,3 68,3 68,3
10 24,4 24,4 92,7
3 7,3 7,3 100,0
41 100,0 100,0
Histograma
61
62 62
3.10. CONCLUSIONS AND RECOMMENDATIONS
CONCLUSIONS
The result of this study demonstrated the need to develop this project,
which promotes the basic reading strategies in reading comprehension
with virtual stories.
The students are very pleased with the design of a virtual storybook
with traditional stories that includes basic reading strategies for developing
reading comprehension in class.
This proposal reinforces the learning and teaching process to acquire
new knowledge in other language as English that is considered global
language in the communication in different parts of the world.
The students considered that English is easier to learn when included
technological strategies inside of class are.
The technology is a favorable alternative for learning the English
language as a foreign language, which motivates the students to
participate in class and practice this language.
63 63
RECOMMENDATIONS
The teacher should practice reading comprehension in class to
reinforce the learning in English language as a foreign language.
To implement adequate reading materials according to the level of the
students.
To use a great support that contributes to the acquisition of the new
knowledge in the students of eight course to increase analytical thinking.
To use the audio-visual aids to increase the interest and knowledge in
this activity.
To practice different activities that not so repetitive to motivate the
reading comprehension in the students.
64 64
CHAPTER IV
THE PROPOSAL
4.1. TITLE: VIRTUAL STORYBOOK WITH TRADITIONAL STORIES
THAT INCLUDES BASIC READING STRATEGIES FOR DEVELOPING
READING COMPREHENSION IN ENGLISH CLASS.
4.2. JUSTIFICATION
The design of this didactic material is necessary for improving the
reading comprehension in the students of eighth grade that cannot reach
the main idea about the text. For this reason, it is essential to have a
technological resource such as a virtual storybook with traditional stories
that help to improve basic reading strategies that are used in class.
This proposal is designed in order to promote an interactive learning to
increase the collaboration of the students in different activities for the
practice of the English language and raise motivation in reading
comprehension.
Thus, students could visualize the text, infer or interpret the sentences
in context and some other creative and interesting activities. This way they
also develop critical thinking.
65 65
4.3. OBJECTIVES
4.3.1. GENERAL OBJECTIVE
To promote reading comprehension with a virtual storybook that
includes basic reading strategies in traditional stories for developing
learning in English language as a foreign language.
4.3.2. SPECIFIC OBJECTIVES
To use the didactic material to improve the activities in class through
traditional stories.
To interact with a multimedia reading in English, and work in groups.
To express the main idea of the story for identifying the importance of
the reading, and the betterment of the knowledge in a foreign language.
To compare students different points of view in class about the story.
4.4. THEORETICAL FOUNDATION
The design of this virtual storybook with traditional stories is based on
the following foundations:
4.4.1. DIDACTIC FOUNDATION
From the didactic perspective, this research is supported by Stoker´s
theory (1964) the importance in the education. It is in part scientist
knowledge, in part a knowledge of technology and in part technical
knowledge.
66 66
4.4.2. LINGUISTIC FOUNDATION
The Linguistic Foundation of this research is supported by Christiane
Nord (2005) about the communicative competence in reading
comprehension. The importance of a text, which can be realized by a
combination of verbal and non-verbal means.
4.4.3. PSYCHOLOGICAL FOUNDATION
From the psychological perspective, this research is supported by
Siegler (2006) that mentions the importance of mental process in the
teaching and learning process support to develop of the new knowledge.
4.4.4. PHILOSOPHICAL FOUNDATION
From the philosophical field, the study of axiology is supported by
Gonzáles Lucini (2002) in the human values of the educative environment,
this science is necessary in the teaching and learning process.
4.4.5. SOCIOLOGICAL FOUNDATION
The Sociological Foundation in this study is supported by Davies S &
Guppy (2010). That involves interaction process for communicating with
other persons and obtain a better educative environment.
4.4.6. PEDAGOGICAL FOUNDATION
From the pedagogical field this study is supported by Betty Galarza
Mena (2012) describes didactic resources used in in the reading process
for creating motivation, innovation in communication, to do the learning
process more fun and dynamic applying methods, strategies and
materials.
4.4.7. TECHNOLOGICAL FOUNDATION
From the technological perspective, this research is supported by H.H
Stern (2011), which involves multimedia aids in class to promote the
learning and teaching process in class.
67 67
4.4.8. LEGAL FOUNDATION
This Legal Foundation is supported by a framework that is related to
the LOEI (Intercultural Education Organic Law) in Ecuador and the
National Plan for Good Living in the educative field which is explained
thoroughly in chapter two.
4.5. FEASIBILITY OF ITS APPLICATION
This proposal is flexible for putting into practice in class the reading
comprehension, because in this educational institution there is a
laboratory for doing activities through technological means to improve
reading comprehension in students.
Nowadays, technology is most commonly used in class, this creates
positive attitudes in the students through the teaching and learning
process based on the communicative approach.
This proposal under the economical perspective is feasible because is
not necessary invest so much money in a CD that can be reproduced in all
computers.
TECHNICAL
This project involves different instruments for its elaboration as
audiovisual-text, laboratory, and computers. That complements the
elaboration process in the construction of this proposal.
HUMAN
This process implied the help of different authorities as the project
advisor, principal of the Educative Institution, teacher, students and
researchers.
68 68
LEGAL
The legal framework in this project is related to the LOEI (Intercultural
Education Organic Law) in Ecuador that included in the Chapter third of
student rights article 7 literal a.-The students are actors in the educational
process, for generating an interactive class.
Chapter fourth of the rights and obligation of the teachers article 11 literal
I.-The teacher monitoring students learning to develop the different
competencies, abilities, skills in the learning process.
POLITICAL
This proposal uses technological resources according to how it is
mentioned in the National Plan for Good living based in the objective 4.4
that cites the quality of education should be based on critical thinking, logic
and creative reasoning in all educative levels.
4.6. DESCRIPTION
This proposal implements different activities that contribute to the
development of reading comprehension with the use of multimedia
resources adapted for the teaching and learning process in English. The
texts are presented visually with audio integrated which not only supports
the development of reading comprehension but also can be used for other
communicative activities in class. For instance, in the Pre-reading
methodological stage, the activity introduced increases the imagination
about the topic through brain storming, word splash and visual aids.
While-reading: to permit the comprehension for obtaining the main idea
through different processes such as: inferring, synthesizing and selecting
key sentence.
Post-reading: according to the result of the reading, to clarify ideas
with creative testing, or question and answer to establish a relationship
with the text.
69 69
4.7. CONCLUSION
The technology is a favorable alternative for learning English as a
foreign language through reading comprehension with interactive videos
or multimedia that has increased motivation in the students to participate
in class and practice this language. This new teaching resource contains
basic strategies for reading and for making the teaching and learning
process easier.
The use of technology strengthens the reading comprehension to ease
the acquisition of a new knowledge without much complications and
reinforces a critical thinking in the students. Furthermore, it develops them
intellectually, socially and emotionally.
POLICIES
The Educative Institution is interested in to apply this project that
supports the reading comprehension in English as a foreign language to
create a better environment in this educative process.
BENEFICIARIES
The students of eighth course of the Public Educative Institution “Canal
de Jambelí” located in Guasmo sur pre-cooperativa Guayas y Quil N°2 Mz
2384, teachers and society that would like to apply it.
SOCIAL IMPACT
To involve audiovisual aids in the reading comprehension class with
innovative activities, in this technological age.
70 70
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GETAFE,S.A.
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Cengage learning.
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Scott, D., & Guppy, N. (2010). The schooled society. Toronto: Oxford University Press.
Stern, H. H. (2011). Fundamental Concepts of Language Teaching. Oxford, United
Kingdom: Oxford University press.
Taylor, C. (2012). Teaching and Learning on Foundation Degrees. British Library.
Woolfolk, A. (2006). Psicología Educativa. Pearson Education.
Wright, S. E., & Budin, G. (2001). Handbook of terminology management volume 2.
Amsterdam: Jhon Benjamins Publishing Company.
72 72
BIBLIOGRAPHY
Anne Arundel Community College. (2015). AACC NEWSROOM. Obtenido de aacc.edu:
https://www.aacc.edu/tutoring/file/skimming.pdf
Barrera Valenzuela, C. (2009, November 3). SlideShare. Retrieved from
http://es.slideshare.net/: http://es.slideshare.net/pilibarrera/before-during-
and-after-reading-strategies?related=1
Butler Yeats, W. (2012). Mrs.Moran's Language Arts Workshops. (T. strategies,
Productor) Obtenido de smoran.ednet.ns.ca:
http://www.smoran.ednet.ns.ca/Reader'sworkshop/before_during_after_readi
ng.htm
Chinn , C., & Chinn, L. (23 de December de 2009). Education.com. (C. strategies,
Productor) Obtenido de Education.com:
http://www.education.com/reference/article/cognitive-strategies/
Del Pozo Barrezueta , H. (2011, Marzo 31). Registro oficial organo del gobierno del
Ecuador. Retrieved from Registro oficial organo del gobierno del Ecuador:
http://diccionario.administracionpublica.gob.ec/adjuntos/2loei.pdf
Dutti, A. (2011, November). monografias.com. Retrieved from monografias.com:
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desarrollo-habilidades-cognitivas/trabajo-cooperativo-mejorar-desarrollo-
habilidades-cognitivas2.shtml
Herrera, D. (11 de July de 2013). Prezi.com. (E. d. audiovisual, Productor) Obtenido de
https://prezi.com/kwrb19oh4wlx/tesis/: https://prezi.com/kwrb19oh4wlx/tesis/
Marin Carlson, A. (2003-2016). Study.com. Obtenido de Study.com:
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http://www.readingrockets.org/article/strategies-promote-comprehension
ANNEXS
73
74
ANNEX ONE
DOCUMENTS
Letter of tutor approval
Letter of permission of the educational institution
75
76
77
ANNEX TWO
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78
79
ANNEX THREE
EVIDENCES
Photographic Evidence.
Report of tutoring sessions.
UNIVERSITY´S LIBRARY
80
81
INSTITUTION
THE
THE STUDENTS OF 8 th GRADE IN THE CLASSROOM
82
THE STUDENTS IN THE ENGLISH LABORATORY
TUTOR: PHD. LORNA CRUZ RIZO
In this photo we are getting a tutorial supervision of the project
advisor.
ANNEX FOUR
INSTRUMENTS OF THE INVESTIGATION.
-Observation sheet.
-Surveys questionnaire.
-Interview questionnaire.
OBSERVATION GUIDE
Institution: High School "Canal de Jambelí"
Direction: Guasmo Sur Pre-Cooperativa Guayas y Quil n°2 Mz 2384
Support: Public
Labour regime: Costa Zone: 1 Distrito: 8 Parroquia:
Ximena
Section: Diurna Type: Mixed Subject:
English
Topic: Day: Hour:
Objective: To collect information about the teaching and learning process
of the reading comprehension in a foreign language.
Always=1 Almost Always=2 Sometimes=3 Almost Never=4
Never=5
STUDENTS 1 2 3 4 5
1 Pay attention to the issue of class.
2
3 Participation in class.
4 Includes instructions for the class.
5 Meet the assigned tasks.
OBSERVATION GUIDE
Institution: High School "Canal de Jambelí"
Direction: Guasmo Sur Pre-Cooperativa Guayas y Quil n°2 Mz 2384
Support: Public
Labour regime: Costa Zone: 1 Distrito: 8 Parroquia:
Ximena
Section: Diurna Type: Mixed Subject:
English
Topic: Day: Hour:
Objective: To collect information about the teaching and learning process
of the reading comprehension in a foreign language.
Always=1 Almost Always=2 Sometimes=3 Almost Never=4
Never=5
TEACHER 1 2 3 4 5
1 Management techniques of learning activities.
2 The use of support for reading material.
3 The class involves didactic activity.
4 Carries out activities to enhance reading comprehension.
5 Work on group activities to increase the participation of the students.
Highlight listening dictionary Preview Outline summary key words glossary
SURVEY
Objective: To collect information about the teaching and learning process
of the reading comprehension in a foreign language.
Always=1 Almost Always=2 Sometimes=3 Almost Never=4 Never=5
STUDENTS 1 2 3 4 5
1 Do you like English class?
2 Is your English class interesting?
3 Is easy to learn English as a foreign language?
4 Do you think English class is important in Education?
5 Do you have problems to read in English?
6 Do you think the reading activity is necessary for learning English language as a foreign language?
7 Do you think that the reading comprehension practice supports your acquisition of English?
8 Are you English classes interesting, dynamic and didactic?
9 Which one of following options are used frequently in Reading classes?
10 Do you think reading comprehension process enhances you learning in English language?
11 Do you consider that a basic reading strategy is indispensable in the Reading comprehension?
12 Can you analyze and understand the information presented in a text?
13 Do you try to guess the meaning of unknown words or phrases?
14 Do you agree that you should use technological aids in Reading class for interactive learning?
15 Do you think that the interactive class supports to increase collaboration in English class?
UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE EDUCATION
SCHOOL OF LANGUAGE AND LINGUISTIC
INTERVIEW TO THE ENGLISH TEACHER OF PUBLIC HIGH SCHOOL
“CANAL DE JAMBELÍ” No.
INTERVIEW
Objective: To collect information about the teaching and learning process
of the reading comprehension in a foreign language.
1. Do you think that students can learn a new language by reading in
class?
2. What is the reading comprehension importance in the learning of
the English language?
3. Do you consider that students have reading comprehension
problems?
4. Do you prefer to use conventional materials, physical or
audiovisual media to develop reading classes? Why?
5. What kind of reading works more in class to increase reading
comprehension?
.
6. What are basic reading strategies to promote and stimulate the
student's learning?
7. Do you have the didactic materials to carry out activities in class to
develop reading comprehension?
8 What are the basic reading strategies that you prefer to reinforce in
class to have a better outcome?
9. How can you promote reading comprehension in the eighth year
students?
10. Do you think the use of technology allows you to make easier the
process of students learning at the time of activities in class?
ANNEX FIVE
PROPOSAL
VIRTUAL
STORYBOOK
DIDACTIC
SUPPORT
INTRODUCTION
Storybook is a book containing stories or a collection of stories
intended for children. These literary pieces were written by outstanding
English speaking writers from children´s literature.
Jacob Grimm (1785-1863) and his brother Wilhelm (1786-1859)
rediscovered a host of fairy tales telling of princes and princesses in their
castles. Together with the well-known tales of “Rapunzel”, “The Goose
Girl”, “Sleeping Beauty”, “Hansel and Gretel”.
Robert Daniel San Souci was a multiple award winning children's
book author. He was a consultant to Disney Studios and was instrumental
in the production of the film Mulan, for which he wrote the story. Mulan is
culturally recognized for her unique role, specifically, in regards to the
character's heroism, ethnicity and disinterest in romance.
Another famous writer whose work is included in this storybook is Sir
James Matthew Barrie, 1st Baronet. He was a Scottish novelist and
playwright, best remembered today as the creator of Peter Pan.
One of the goals of this proposal is to prepare an auxiliary didactic
material that support the basic reading strategies and reinforce the reading
comprehension through of storybooks. This proposal helps the students to
develop their knowledge and skills in a foreign language.
Reading comprehension is the most important skill in the English
language, in addition this proposal is complemented with the technology
that reinforces the learning of the students. It can be the best tool,
resource and key to motivate learners.
The presentation of this proposal includes a CD ROM that contains a
combination of texts, sounds, videos and other media to be used in the
laboratory of English class. This presentation can also make easier
learning process of the students at time to read a text.
The virtual storybook with traditional stories have activities to develop
reading comprehension.
The technological format was assisted by a student of multimedia system
at the University of Guayaquil.
TABLE OF CONTENTS
Topic Activities Objetive
Hansel and Gretel Pre-reading While-reading Post-reading
To distinguish general idea from specific details to analyze the reading.
Mulan
Pre-reading While-reading Post-reading
To visualize the topic and make inference about the text and connect the idea with coherency for understanding the argument.
Peter Pan
Pre-reading While-reading Post-reading
To read and analyze the text for the construction of a concrete idea.
OBJECTIVES: *To increase concentration, motivation, and comprehension with interactive reading model.
*To understand the story compare ideas and give different opinions.
*To recognize specific ideas of the reading.
*To compare information about the reading, work in group with an interactive environment.
*To identify the main characteristic.
*To analyze and interpret the basic reading strategies.
*To develop reading comprehension in each story.
CONTENTS Hansel and Gretel Pre-reading .-To present the story through pictures that permit doing an observation of the text. The students can activate their previous knowledge and connect ideas. While-reading. – To choose the correct answer, the most important points of the reading to attain the main idea (context clues). Post-reading. – To write a brief summary including main ideas from the reading text, using information and previous knowledge about storybook to make interpretations with critical judgment.
Mulan Pre-reading.-To visualize the topic
VIRTUAL STORYBOOK
METHODOLOGICAL DESCRIPTION
and make inference about the text and connect the idea for understand the argument. While-reading. -To put the correct word in the blank and to stablish the relation between the sentences with the picture. Post-reading. – With the main information about reading build a short summary, then talk with your partner and distinguish the main aims from reading.
Peter Pan Pre-reading .-To present the story through pictures that permit doing an analysis of the text, which the students can active their preview knowledge and connect ideas.
While-reading.-To match the sentences with the pictures and choose the correct answer. This way they can remember quality aims of the reading. Post-reading. – To collect general ideas and write a short summary. Furthermore give their opinions about the reading to their partner. To analyze the text for building a concrete concepts.
ASSESSMENT At the end of the each activity there is an evaluation of the learning.
*Total question
*Full score
*Passing score
*Your score
*Elapsed