Academic performance measured by the reading strategies for the english language
DOI:
https://doi.org/10.54591/minerva.v3i5.567Keywords:
Constructivism Academic performance, Reading strategies, Foreign language, English for a specific purposeAbstract
The main essence of any language is communication. A language is the code that human beings use to interpret the reality that surrounds them; and at the same time transfer those perceptions. Language, thought, and reality form a related and indissoluble trilogy. Based on these approaches to the philosophy of language, academics have designed strategies to enhance the learning process of English as a foreign language that are based on the interests, motivations, and needs of students. Academic instruction is based on printed and multimedia material as a means of communicating updated information, which in the vast majority of cases is in English, which is why this language has taken a leading role as a lingua franca in science and technology. As a result of this, students need to process a significant amount of written and oral information in this language that has become a source of knowledge. College students must understand and be fluent in English to maintain an up-to-date and objective holistic view of the world so that they can make informed decisions during their pre-professional preparation and beyond. When teaching English for specific purposes, this subject meets the needs of students to read and understand written texts in English related to their field of study. Thus, the objectives of an English course must be focused on the needs of the students and aimed at developing the skills of reading, writing, speaking and listening, so that they understand the manuals, brochures, tables, diagrams, graphs, abstracts, specialized journals that are part of an authentic corpus. The learning process directed to specific purposes has evolved according to the different pedagogical currents that have gone from the behaviorist theory to the cognitivist to the constructivist one. However, there is concern about the poor academic performance related to comprehension in university students when it comes to reading texts written in English. This is where the problem that drives this research lies; Although the learning process has individual endogenous characteristics, it also depends on the mediation of the teacher, classmates and the surrounding cultural context, which are proposed in constructivist theory.
References
Arrastia, M. Zayed, A. &. Elnaga, H. (2016). Conciencia metacognitiva de las estrategias de lectura entre profesores en formación de inglés como lengua extranjera (EFL): una exploración de las diferencias de género y desarrollo, Recuperado de URL: http://dx.doi.org/10.5430/irhe.v1n2p46
Barrot, S. (2016). El uso de estrategias de lectura por parte de los estudiantes de ESL en diferentes tipos de texto. The Asia-Pacific Education Researcher, 25(5-6), 883-892. Recuperado de https://eric.ed.gov/?id=EJ1180875
Chevalier, T., Parrila, R., Ritchie, K. y Deacón, S. (2017). El papel de las estrategias de lectura metacognitivas, el estudio metacognitivo y las estrategias de aprendizaje, y las estrategias de estudio y aprendizaje del comportamiento en la predicción del éxito académico en estudiantes con y sin antecedentes de dificultades de lectura. Journal of Learning Disabilities, 50 (1), 34-48. Recuperado de https://www.researchgate.net/publication/277405865_The_Role_of_Metacognitive_Reading_Strategies_Metacognitive_Study_and_Learning_Strategies_and_Behavioral_Study_and_Learning_Strategies_in_Predicting_Academic_Success_in_Students_With_and_Without_a_Hist
Denton, A., Wolters, A., York, J., Swanson, E., Kulesz, A., & Francis, D. J. (2015). Adolescents' use of reading comprehension strategies: Differences related to reading proficiency, grade level, and gender. Learning and Individual Differences, 37, 81–95. https://doi.org/10.1016/j.lindif.2014.11.016
Durango, Z. y Zarina, R. (2017). Niveles de comprensión lectora en los estudiantes de la Corporación Universitaria (Cartagena de Indias) Revista Virtual Universidad Católica del Norte, (51), 156-174. Recuperado en: http://www.redalyc.org/pdf/1942/194252398011.pdf
Foncubierta, J. Machancosis, F. & Fonseca M, C. (2018). La Competencia lectora de alumnado universitario en contexto AICLE. PORTA LINGUARUM Volumen: Monográfico III, 75-88.
García, M., Arévalo, M. & Hernández C. (2018). La comprensión lectora y el rendimiento escolar. Universidad, Pedagógica Tecnológica de Colombia, Reladyc. org. Obtenido de https://www.redalyc.org/jatsRepo/3222/322258748008/html/index.html
Gutiérrez, P., Aguilar, B. & Díaz, C. (2015). Contexto escolar y comprensión lectora en la prueba ENLACE en bachilleratos de Jalisco. Revista de Investigación Educativa, (20), 1-24. Recuperado de: http://www.redalyc.org/pdf/2831/283133746001.pdf
Haupt, J. (2015). El uso de un programa de desarrollo de la tasa de lectura basado en computadora en las velocidades de lectura de los estudiantes de ESL de nivel intermedio preuniversitario. Matriz de lectura: And Revista internacional en línea, 15 (1), 1-14. Recuperado: https://eric.ed.gov/?id=EJ1066232
León, J. & Escudero, I. (2017). Inferencias causales en comprensión lectora: estado del arte. En J. A. León e I. Escudero (Eds.), Comprensión lectora en entornos educativos. Serie de estudios sobre lengua escrita y alfabetización (págs. 63-99). Amsterdam, Países Bajos / Filadelfia, PA: John Benjamins Publishing Company (libro electrónico). Recuperado https://books.google.com.ec/books?hl=es&lr=&id=N3g3DwAAQBAJ&oi=fnd&pg=PA63&dq=Le%C3%B3n,+J.+%26+Escudero,+I.+(2017).&ots=QAfG7q9ksL&sig=xoUELaOEwZV0seA62sNLo0vxDqk#v=onepage&q=Le%C3%B3n%2C%20J.%20%26%20Escudero%2C%20I.%20(2017).&f=false
Montes, A.; Rangel Y., Reyes, J. (2014). Comprensión lectora. Noción de lectura y uso de macrorreglas. Universidad Autónoma Indígena de México, Ra Ximhai, 265-277. Recuperado de https://www.redalyc.org/pdf/461/46132134018.pdf
Navarrete J. (2019). Reading Comprehension: Theories and Strategies Toward an Effective Reading Instruction. Journal of Education and Practice. 10(13), 108-114. DOI: 10.7176/JEP/10-13-12
Neira, M.A.C., Reyes, F. T. y Riffo, O.B.E. (2015). Experiencia académica y estrategias de comprensión lectora en estudiantes universitarios de primer año. Literatura y Lingüística, (31), 221-244. Recuperado de:
https://scielo.conicyt.cl/scielo.php?script=sci_arttextypid=S0716- 58112015000100012
Nordin, M., Rashid, M., Zubir, I., & Sadjirin, R. (2013). Differences in reading
strategies: How ESL learners really read. Procedia-Social and Behavioral Sciences, 90,
-477. Obtenido de: https://cyberleninka.org/article/n/992586
Oxford, R. (2017). Enseñar e investigar estrategias de aprendizaje de idiomas, Autorregulación en contexto. Nueva York: Routledge Taylor & Francis.
Roldán, A. y Zabaleta, V. (2016). Desempeño y autopercepción en comprensión lectora en estudiantes universitarios. Cuadernos de Investigación Educativa, 8 (1), 77-96. DOI: https://doi.org/10.18861/cied.2017.8.1.2640
Salmerón, L., García, A., & Vidal-Abarca, E. (2018). The development of adolescents' comprehension-based Internet reading activities. Learning and Individual Differences, 61, 31–39. Rescatado de: https://doi.org/10.1016/j.lindif.2017.11.006
Sircey, S. (2017). Desarrollar la capacidad de los maestros de escuela intermedia para implementar estrategias de comprensión de lectura para mejorar el rendimiento académico, de los estudian. ProQuest LLC , Ed.D. Disertación, Western Carolina University. Recuperado de: https://eric.ed.gov/?id=ED576372
UNESCO (2016), TERCE: aportes para la enseñanza de la lectura, Santiago de Chile, OREALC/ UNESCO, en: https://unesdoc.unesco.org/ark:/48223/pf0000244874
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Francisco Mera Velásquez, Jacqueline María Gómez Sigcha, Katuska Cepeda Avila
![Creative Commons License](http://i.creativecommons.org/l/by-nc-nd/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.