Short stories : Enhancing reading comprehension levels through literature-based instruction.

The present project is set in the action research type within a qualitative research paradigm. This proposal attended to an academical necessity concerning the development of the reading comprehension levels in an EFL classroom. This study was carried out with a group of ninth grade students at Inst...

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Autores:: Mendoza Rodríguez, Johan Stic

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2024

Institución:: Universidad Pedagógica Nacional

Repositorio:: Repositorio Institucional UPN

Idioma:: eng

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network_name_str	Repositorio Institucional UPN
repository_id_str
dc.title.eng.fl_str_mv	Short stories : Enhancing reading comprehension levels through literature-based instruction.
title	Short stories : Enhancing reading comprehension levels through literature-based instruction.
spellingShingle	Short stories : Enhancing reading comprehension levels through literature-based instruction. Contenidos situados Cuentos cortos Enfoque basado en el uso de literatura Habilidad lectora Niveles de comprensión lectora Literature-based instruction approach Reading comprehension levels Reading skill Short stories Situated contents
title_short	Short stories : Enhancing reading comprehension levels through literature-based instruction.
title_full	Short stories : Enhancing reading comprehension levels through literature-based instruction.
title_fullStr	Short stories : Enhancing reading comprehension levels through literature-based instruction.
title_full_unstemmed	Short stories : Enhancing reading comprehension levels through literature-based instruction.
title_sort	Short stories : Enhancing reading comprehension levels through literature-based instruction.
dc.creator.fl_str_mv	Mendoza Rodríguez, Johan Stic
dc.contributor.advisor.spa.fl_str_mv	Montaño Moreno, Johanna
dc.contributor.author.spa.fl_str_mv	Mendoza Rodríguez, Johan Stic
dc.subject.spa.fl_str_mv	Contenidos situados Cuentos cortos Enfoque basado en el uso de literatura Habilidad lectora Niveles de comprensión lectora
topic	Contenidos situados Cuentos cortos Enfoque basado en el uso de literatura Habilidad lectora Niveles de comprensión lectora Literature-based instruction approach Reading comprehension levels Reading skill Short stories Situated contents
dc.subject.keywords.eng.fl_str_mv	Literature-based instruction approach Reading comprehension levels Reading skill Short stories Situated contents
description	The present project is set in the action research type within a qualitative research paradigm. This proposal attended to an academical necessity concerning the development of the reading comprehension levels in an EFL classroom. This study was carried out with a group of ninth grade students at Instituto Pedagógico Nacional in Bogotá. Therefore, the process of observation and diagnosis revealed that students presented a lack of development of their reading skills, specifically in relation to the reading comprehension levels. Hence, the project established as a main purpose to analyze the impact of using a set of activities based on short stories with situated contents designed under the principles of the literature-based instruction approach to develop the reading comprehension skills. Regarding the previous information, this project displayed a pedagogical proposal that revealed an advance regarding responses from the participants’ learning and enhancement regarding their reading comprehension levels, vocabulary, pronunciation, motivation, the acquisition of knowledges non-related to the academical curriculum and overall, the use of the foreign language to express their ideas connecting their own context.
publishDate	2024
dc.date.accessioned.none.fl_str_mv	2024-12-12T18:48:15Z
dc.date.available.none.fl_str_mv	2024-12-12T18:48:15Z
dc.date.issued.none.fl_str_mv	2024
dc.type.local.spa.fl_str_mv	Tesis/Trabajo de grado - Monografía - Pregrado
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dc.identifier.instname.spa.fl_str_mv	instname:Universidad Pedagógica Nacional
dc.identifier.reponame.spa.fl_str_mv	reponame: Repositorio Institucional UPN
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url	http://hdl.handle.net/20.500.12209/20437
identifier_str_mv	instname:Universidad Pedagógica Nacional reponame: Repositorio Institucional UPN repourl: http://repositorio.pedagogica.edu.co/
dc.language.iso.spa.fl_str_mv	eng
language	eng
dc.relation.references.spa.fl_str_mv	Berardo, S. A. (2006). The use of authentic materials in the teaching of reading. The reading matrix, 6(2). Brooks, P. (1980). Repetition, Repression, and Return: Great Expectations and the Study of Plot. New Literary History, 11(3), 503-526. Burns, A. (2009). Doing Action Research in English Language Teaching. A Guide for Practitioners. Calderón, D., & Posso, K. (2013). Aprender es todo un cuento: aprendizaje del inglés a través de cuentos en la biblioteca comunitaria la fuerza de las palabras, Bachelor 's degree, Pontificia Universidad Javeriana, Colombia. https://repository.javeriana.edu.co/handle/10554/12212 Cámara de Comercio de Bogotá. (2006). Perfil económico y empresa. Localidad Usaquén. https://bibliotecadigital.ccb.org.co/bitstream/handle/11520/2880/6223_perfil_economico_usaquen.pdf Cassany, D. (2003). Aproximaciones a la lectura crítica: teoría, ejemplos y reflexiones. Tarbiya: revista de investigación e innovación educativa del Instituto Universitario de Ciencias de la Educación. 2003;(32): 113–32. Charmaz, K. (2015). Grounded theory. Qualitative psychology: A practical guide to research methods, 3, 53-84. Chaves, C. and Chapetón, C. M. (2019). Creating a Book Club with a Critical Approach to Foster Literacy Practices. Folios, 50, 111-125.doi: 10.17227/Folios.50-10224 Cortizas, M. J. I. (2007). Diagnóstico e Intervención Didáctica del Lenguaje Escolar. Netbiblo. Council of Europe. Council for Cultural Co-operation. Education Committee. Modern Languages Division. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge University Press. Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications. Eagleton, T. (2011). Literary theory: An introduction. John Wiley & Sons. Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language teaching, 40(2), 97-118. Gómez R, Luis Fernando. (2015). La influencia del texto literario en el aprendizaje del inglés como lengua extranjera: de la teoría a la práctica. Forma y Función, 28(2), 83-109. https://doi.org/10.15446/fyf.v28n2.53541 Grundy, S. (1987). Curriculum: Product or Praxis? London: Falmer Press. Hakeem, Sami. (2020). The Perceptions of EFL Teachers and Students on the use of Short Stories to Enhance Reading Comprehension. Asian EFL Journal. 27. 325-341. https://www.researchgate.net/publication/348035007_The_Perceptions_of_EFL_Teachers_and_Students_on_the_use_of_Short_Stories_to_Enhance_Reading_Comprehension Hasan, N., Rana, R. U., Chowdhury, S., Dola, A. J., & Rony, M. K. K. (2021). Ethical considerations in research. Journal of Nursing Research, Patient Safety and Practise (JNRPSP) 2799-1210, 1(01), 1-4. Leppich, L. (2018). Action research: Helping you and your learners get to the heart of the matter. Research literate, 81. Mathison, S. (1988). Why triangulate? Educational Researcher, 17(2), 13-17. McGuirk, P. M., & O'Neill, P. (2016). Using questionnaires in qualitative human geography Merriam, S. and Tisdell, E. (2016). Qualitative Research. A guide to Design and Implementation. Josset-Bass A Wiley Brand 4th ed. Ministerio de Educación Nacional, MEN (2006). Estandares Básicos de Competencias en Lenguas Extranjeras:Inglés. Formar en lenguas extranjeras: ¡el reto! Lo que necesitamos saber y saber hacer. Revolución Educativa. Colombia aprende.Bogotá. Montaña, J. O., Cárdenas, S. L. M., Orduz, Y. P., & Caro, E. O. (2017). La lectura inferencial, una clave para potenciar la comprensión lectora. Educación y ciencia, (20), 249-263. Mustafa Kurdi, S. (2022). The advantages of teaching short stories in ESL classrooms: A critical evaluation. International Journal of Social Sciences & Educational Studies, 9(3). Newbury, D. (2001). Diaries and fieldnotes in the research process. Research issues in art design and media, 1(1), 1-17. Nilesh, B. G. (2013). Ethical Consideration in Research. International Journal for Research in Education, 2(7). Núñez Lescano, R. B. (2023). Fairy tales and reading skills. Tesis de grado. Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Pedagogía de los Idiomas Nacionales y Extranjeros. http://repositorio.uta.edu.ec/handle/123456789/37290 Nursalim, S. W., & Zulkarnain, A. (2021, July). Design of The Narrative Structure of Berau Natural Tourism Promotional Video using Freytag’s Pyramid Method. In IMOVICCON Conference Proceeding (Vol. 2, No. 1, pp. 83-86). Orozco, J. (2020). Illustrated fables: a meaningful resource to approach VYLs to EFL. http://repositorio.pedagogica.edu.co/handle/20.500.12209/12114 Pardede, P. (2011). Using short stories to teach language skills. Journal of English teaching, 1(1), 14-27. Pardede, P. (2021). A review of current conceptual research on short stories use in EFL classrooms. Journal of English teaching, 7(1), 31-42. PEI Instituto Pedagógico Institucional (2019) Pilaguano, M. C. (2023). Short stories and efl reading comprehension Bachelor's thesis, Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Pedagogía de los Idiomas Nacionales y Extranjeros. https://repositorio.uta.edu.ec/handle/123456789/37227 Phillippi, J., & Lauderdale, J. (2018). A guide to field notes for qualitative research: Context and conversation. Qualitative health research, 28(3), 381-388. Prabavathi, R., & Nagasubramani, P. C. (2018). Effective oral and written communication. Journal of Applied and Advanced Research, 3(1), 29-32. Rivera, D. (2019). Aportes de la lectura crítica y su necesaria influencia en el sistema educativo colombiano. Dialéctica. Revista de Investigación Educativa, (2019-2). Rodríguez, K. (2020). Understanding EFL Preschoolers’ Subjectivities through Art-Based Literacy Practices, Master in Applied Linguistics to TEFL, Universidad Francisco José de Caldas, Colombia. Sholichah, I. R., & Purbani, W. (2018). Fostering Language Skills Development through Fairy Tales: A Literature Study. In International Conference of Communication Science Research (ICCSR 2018) (pp. 330-334). Atlantis Press. Smith, J. S. (2004). Situated literacy: A study of family literacy in Aotearoa/New Zealand (Doctoral dissertation, Open Access Te Herenga Waka-Victoria University of Wellington). Sorensen, M., & Lehman, B. (1995). Teaching with Children's Books: Paths to Literature-Based Instruction. New York: NCTE. Tudor, I. (2001). The Dynamics of the English classroom. Cambridge: Cambridge University Press. Varita, D. (2017). Improving reading comprehension through literature circles. English Education Journal, 8(2), 234-244. Villar, A. (2022). La Eficacia del Genre Based Approach para el mejoramiento de las habilidades de comprensión lectora en inglés de los estudiantes de tercer grado del Colegio Técnico Nuestra Señora de la Presentación San Gil. Tesis de grado. Universidad Libre Seccional Socorro. https://repository.unilibre.edu.co/handle/10901/23825
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spelling	Montaño Moreno, JohannaMendoza Rodríguez, Johan SticBogotá, Colombia2024-12-12T18:48:15Z2024-12-12T18:48:15Z2024http://hdl.handle.net/20.500.12209/20437instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/The present project is set in the action research type within a qualitative research paradigm. This proposal attended to an academical necessity concerning the development of the reading comprehension levels in an EFL classroom. This study was carried out with a group of ninth grade students at Instituto Pedagógico Nacional in Bogotá. Therefore, the process of observation and diagnosis revealed that students presented a lack of development of their reading skills, specifically in relation to the reading comprehension levels. Hence, the project established as a main purpose to analyze the impact of using a set of activities based on short stories with situated contents designed under the principles of the literature-based instruction approach to develop the reading comprehension skills. Regarding the previous information, this project displayed a pedagogical proposal that revealed an advance regarding responses from the participants’ learning and enhancement regarding their reading comprehension levels, vocabulary, pronunciation, motivation, the acquisition of knowledges non-related to the academical curriculum and overall, the use of the foreign language to express their ideas connecting their own context.Submitted by Johan Stic Mendoza Rodríguez (jsmendozar@upn.edu.co) on 2024-11-29T20:23:50Z No. of bitstreams: 2 Short Stories Enhancing Reading Comprehension Levels Through Literature-Based Instruction.pdf: 3866692 bytes, checksum: c8fa7403055f4c9695b79723a4cb7aaf (MD5) Licencia de uso Johan Stic Mendoza Rodriguez.pdf: 406788 bytes, checksum: 614089c10fa1b6fe80ac1db7d22615f5 (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2024-11-30T13:31:30Z (GMT) No. of bitstreams: 2 Short Stories Enhancing Reading Comprehension Levels Through Literature-Based Instruction.pdf: 3866692 bytes, checksum: c8fa7403055f4c9695b79723a4cb7aaf (MD5) Licencia de uso Johan Stic Mendoza Rodriguez.pdf: 406788 bytes, checksum: 614089c10fa1b6fe80ac1db7d22615f5 (MD5)Approved for entry into archive by Luz Aida Quijano Celeita (laquijanoc@upn.edu.co) on 2024-12-12T18:48:15Z (GMT) No. of bitstreams: 2 Short Stories Enhancing Reading Comprehension Levels Through Literature-Based Instruction.pdf: 3866692 bytes, checksum: c8fa7403055f4c9695b79723a4cb7aaf (MD5) Licencia de uso Johan Stic Mendoza Rodriguez.pdf: 406788 bytes, checksum: 614089c10fa1b6fe80ac1db7d22615f5 (MD5)Made available in DSpace on 2024-12-12T18:48:15Z (GMT). No. of bitstreams: 2 Short Stories Enhancing Reading Comprehension Levels Through Literature-Based Instruction.pdf: 3866692 bytes, checksum: c8fa7403055f4c9695b79723a4cb7aaf (MD5) Licencia de uso Johan Stic Mendoza Rodriguez.pdf: 406788 bytes, checksum: 614089c10fa1b6fe80ac1db7d22615f5 (MD5) Previous issue date: 2024Licenciado en Español e InglésPregradoEl presente proyecto se enmarca dentro del tipo de investigación-acción en un paradigma de investigación cualitativa. Esta propuesta respondió a una necesidad académica relacionada con el desarrollo de los niveles de comprensión lectora en un salón de clase en inglés. El estudio se llevó a cabo con un grupo de estudiantes de noveno grado en el Instituto Pedagógico Nacional de Bogotá. Así, el proceso de observación y diagnóstico reveló que los estudiantes presentaban una falta de desarrollo en sus habilidades de lectura, específicamente en lo relacionado con los niveles de comprensión lectora. Por lo tanto, el proyecto estableció como objetivo principal analizar el impacto de utilizar un conjunto de actividades basadas en cuentos cortos con contenidos situados, diseñados bajo los principios de un enfoque de enseñanza basado en literatura, para desarrollar las habilidades de comprensión lectora. En relación con la información previa, este proyecto presentó una propuesta pedagógica que reveló un avance en el aprendizaje de los participantes y en la mejora de sus niveles de comprensión lectora, vocabulario, pronunciación, motivación, adquisición de conocimientos no relacionados con el currículo académico y, en general, el uso del inglés para expresar sus ideas conectando su propio contexto.application/pdfengUniversidad Pedagógica NacionalLicenciatura en Español e InglésFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 InternationalContenidos situadosCuentos cortosEnfoque basado en el uso de literaturaHabilidad lectoraNiveles de comprensión lectoraLiterature-based instruction approachReading comprehension levelsReading skillShort storiesSituated contentsShort stories : Enhancing reading comprehension levels through literature-based instruction.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisBerardo, S. A. (2006). The use of authentic materials in the teaching of reading. The reading matrix, 6(2).Brooks, P. (1980). Repetition, Repression, and Return: Great Expectations and the Study of Plot. New Literary History, 11(3), 503-526.Burns, A. (2009). Doing Action Research in English Language Teaching. A Guide for Practitioners.Calderón, D., & Posso, K. (2013). Aprender es todo un cuento: aprendizaje del inglés a través de cuentos en la biblioteca comunitaria la fuerza de las palabras, Bachelor 's degree, Pontificia Universidad Javeriana, Colombia. https://repository.javeriana.edu.co/handle/10554/12212Cámara de Comercio de Bogotá. (2006). Perfil económico y empresa. Localidad Usaquén. https://bibliotecadigital.ccb.org.co/bitstream/handle/11520/2880/6223_perfil_economico_usaquen.pdfCassany, D. (2003). Aproximaciones a la lectura crítica: teoría, ejemplos y reflexiones. Tarbiya: revista de investigación e innovación educativa del Instituto Universitario de Ciencias de la Educación. 2003;(32): 113–32.Charmaz, K. (2015). Grounded theory. Qualitative psychology: A practical guide to research methods, 3, 53-84.Chaves, C. and Chapetón, C. M. (2019). Creating a Book Club with a Critical Approach to Foster Literacy Practices. Folios, 50, 111-125.doi: 10.17227/Folios.50-10224Cortizas, M. J. I. (2007). Diagnóstico e Intervención Didáctica del Lenguaje Escolar. Netbiblo.Council of Europe. Council for Cultural Co-operation. Education Committee. Modern Languages Division. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge University Press.Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.Eagleton, T. (2011). Literary theory: An introduction. John Wiley & Sons.Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language teaching, 40(2), 97-118.Gómez R, Luis Fernando. (2015). La influencia del texto literario en el aprendizaje del inglés como lengua extranjera: de la teoría a la práctica. Forma y Función, 28(2), 83-109. https://doi.org/10.15446/fyf.v28n2.53541Grundy, S. (1987). Curriculum: Product or Praxis? London: Falmer Press.Hakeem, Sami. (2020). The Perceptions of EFL Teachers and Students on the use of Short Stories to Enhance Reading Comprehension. Asian EFL Journal. 27. 325-341. https://www.researchgate.net/publication/348035007_The_Perceptions_of_EFL_Teachers_and_Students_on_the_use_of_Short_Stories_to_Enhance_Reading_ComprehensionHasan, N., Rana, R. U., Chowdhury, S., Dola, A. J., & Rony, M. K. K. (2021). Ethical considerations in research. Journal of Nursing Research, Patient Safety and Practise (JNRPSP) 2799-1210, 1(01), 1-4.Leppich, L. (2018). Action research: Helping you and your learners get to the heart of the matter. Research literate, 81.Mathison, S. (1988). Why triangulate? Educational Researcher, 17(2), 13-17.McGuirk, P. M., & O'Neill, P. (2016). Using questionnaires in qualitative human geographyMerriam, S. and Tisdell, E. (2016). Qualitative Research. A guide to Design and Implementation. Josset-Bass A Wiley Brand 4th ed.Ministerio de Educación Nacional, MEN (2006). Estandares Básicos de Competencias en Lenguas Extranjeras:Inglés. Formar en lenguas extranjeras: ¡el reto! Lo que necesitamos saber y saber hacer. Revolución Educativa. Colombia aprende.Bogotá.Montaña, J. O., Cárdenas, S. L. M., Orduz, Y. P., & Caro, E. O. (2017). La lectura inferencial, una clave para potenciar la comprensión lectora. Educación y ciencia, (20), 249-263.Mustafa Kurdi, S. (2022). The advantages of teaching short stories in ESL classrooms: A critical evaluation. International Journal of Social Sciences & Educational Studies, 9(3).Newbury, D. (2001). Diaries and fieldnotes in the research process. Research issues in art design and media, 1(1), 1-17.Nilesh, B. G. (2013). Ethical Consideration in Research. International Journal for Research in Education, 2(7).Núñez Lescano, R. B. (2023). Fairy tales and reading skills. Tesis de grado. Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Pedagogía de los Idiomas Nacionales y Extranjeros. http://repositorio.uta.edu.ec/handle/123456789/37290Nursalim, S. W., & Zulkarnain, A. (2021, July). Design of The Narrative Structure of Berau Natural Tourism Promotional Video using Freytag’s Pyramid Method. In IMOVICCON Conference Proceeding (Vol. 2, No. 1, pp. 83-86).Orozco, J. (2020). Illustrated fables: a meaningful resource to approach VYLs to EFL. http://repositorio.pedagogica.edu.co/handle/20.500.12209/12114Pardede, P. (2011). Using short stories to teach language skills. Journal of English teaching, 1(1), 14-27.Pardede, P. (2021). A review of current conceptual research on short stories use in EFL classrooms. Journal of English teaching, 7(1), 31-42.PEI Instituto Pedagógico Institucional (2019)Pilaguano, M. C. (2023). Short stories and efl reading comprehension Bachelor's thesis, Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Pedagogía de los Idiomas Nacionales y Extranjeros. https://repositorio.uta.edu.ec/handle/123456789/37227Phillippi, J., & Lauderdale, J. (2018). A guide to field notes for qualitative research: Context and conversation. Qualitative health research, 28(3), 381-388.Prabavathi, R., & Nagasubramani, P. C. (2018). Effective oral and written communication. Journal of Applied and Advanced Research, 3(1), 29-32.Rivera, D. (2019). Aportes de la lectura crítica y su necesaria influencia en el sistema educativo colombiano. Dialéctica. Revista de Investigación Educativa, (2019-2).Rodríguez, K. (2020). Understanding EFL Preschoolers’ Subjectivities through Art-Based Literacy Practices, Master in Applied Linguistics to TEFL, Universidad Francisco José de Caldas, Colombia.Sholichah, I. R., & Purbani, W. (2018). Fostering Language Skills Development through Fairy Tales: A Literature Study. In International Conference of Communication Science Research (ICCSR 2018) (pp. 330-334). Atlantis Press.Smith, J. S. (2004). Situated literacy: A study of family literacy in Aotearoa/New Zealand (Doctoral dissertation, Open Access Te Herenga Waka-Victoria University of Wellington).Sorensen, M., & Lehman, B. (1995). Teaching with Children's Books: Paths to Literature-Based Instruction. New York: NCTE.Tudor, I. (2001). The Dynamics of the English classroom. Cambridge: Cambridge University Press.Varita, D. (2017). Improving reading comprehension through literature circles. English Education Journal, 8(2), 234-244.Villar, A. (2022). La Eficacia del Genre Based Approach para el mejoramiento de las habilidades de comprensión lectora en inglés de los estudiantes de tercer grado del Colegio Técnico Nuestra Señora de la Presentación San Gil. Tesis de grado. 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Short stories : Enhancing reading comprehension levels through literature-based instruction.

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