Affective engagement concerning belonging and investment in 6th graders in reading in the efl class

Reading in English is a fundamental element for the academic and professional development of students as it allows for the acquisition of linguistic skills and opens doors to job opportunities. Therefore, engagement in reading in English is crucial to fostering a sense of belonging and investment in...

Full description

Autores:
Hernández Montalvo, Andrea del Carmen
Sánchez Romero, Andrea Carolina
Tipo de recurso:
Trabajo de grado de pregrado
Fecha de publicación:
2024
Institución:
Universidad de Córdoba
Repositorio:
Repositorio Institucional Unicórdoba
Idioma:
eng
OAI Identifier:
oai:repositorio.unicordoba.edu.co:ucordoba/8407
Acceso en línea:
https://repositorio.unicordoba.edu.co/handle/ucordoba/8407
https://repositorio.unicordoba.edu.co/home
Palabra clave:
Comprensión lectora
Compromiso
Sentido de pertenencia
Inversión
Reading comprehension
Engagement
Sense of belonging
Investment
Rights
openAccess
License
Copyright Universidad de Córdoba, 2024
id UCORDOBA2_d26d4f91db6b5ab0b70e7c4f0d0c5388
oai_identifier_str oai:repositorio.unicordoba.edu.co:ucordoba/8407
network_acronym_str UCORDOBA2
network_name_str Repositorio Institucional Unicórdoba
repository_id_str
dc.title.eng.fl_str_mv Affective engagement concerning belonging and investment in 6th graders in reading in the efl class
title Affective engagement concerning belonging and investment in 6th graders in reading in the efl class
spellingShingle Affective engagement concerning belonging and investment in 6th graders in reading in the efl class
Comprensión lectora
Compromiso
Sentido de pertenencia
Inversión
Reading comprehension
Engagement
Sense of belonging
Investment
title_short Affective engagement concerning belonging and investment in 6th graders in reading in the efl class
title_full Affective engagement concerning belonging and investment in 6th graders in reading in the efl class
title_fullStr Affective engagement concerning belonging and investment in 6th graders in reading in the efl class
title_full_unstemmed Affective engagement concerning belonging and investment in 6th graders in reading in the efl class
title_sort Affective engagement concerning belonging and investment in 6th graders in reading in the efl class
dc.creator.fl_str_mv Hernández Montalvo, Andrea del Carmen
Sánchez Romero, Andrea Carolina
dc.contributor.advisor.none.fl_str_mv García Montes, Paula Andrea
dc.contributor.author.none.fl_str_mv Hernández Montalvo, Andrea del Carmen
Sánchez Romero, Andrea Carolina
dc.contributor.jury.none.fl_str_mv Jerez Rodríguez, Sonia María
Aguas Castillo, Pedro Pablo
dc.subject.proposal.spa.fl_str_mv Comprensión lectora
Compromiso
Sentido de pertenencia
Inversión
topic Comprensión lectora
Compromiso
Sentido de pertenencia
Inversión
Reading comprehension
Engagement
Sense of belonging
Investment
dc.subject.keywords.eng.fl_str_mv Reading comprehension
Engagement
Sense of belonging
Investment
description Reading in English is a fundamental element for the academic and professional development of students as it allows for the acquisition of linguistic skills and opens doors to job opportunities. Therefore, engagement in reading in English is crucial to fostering a sense of belonging and investment in reading. This study described the sense of belonging and investment of sixth-grade students from a public school in Monteria through the analysis of their experiences with reading from primary to secondary school. This study used a narrative inquiry method to collect the students' stories related to reading and employed various data techniques such as students' written narratives that were collected during one writing session to research about students’ personal stories, nine interviews, and five observations, which allowed us to characterize the students' sense of belonging and investment in the English class. The findings of this research showed students’ sense of belonging and investment is very low concerning English reading. In turn, when reading in Spanish it drastically changes positively. For example, students' preferences in reading are not connected with their reading activities in classes. Results delved into a need for planning reading materials and strategies that are aligned with students’ reading narratives or experiences as well as the creation of an environment that provides diverse and interesting reading materials for them.
publishDate 2024
dc.date.accessioned.none.fl_str_mv 2024-07-15T19:23:39Z
dc.date.available.none.fl_str_mv 2024-07-15T19:23:39Z
dc.date.issued.none.fl_str_mv 2024-07-09
dc.type.none.fl_str_mv Trabajo de grado - Pregrado
dc.type.driver.none.fl_str_mv info:eu-repo/semantics/bachelorThesis
dc.type.coar.none.fl_str_mv http://purl.org/coar/resource_type/c_7a1f
dc.type.version.none.fl_str_mv info:eu-repo/semantics/acceptedVersion
dc.type.content.none.fl_str_mv Text
format http://purl.org/coar/resource_type/c_7a1f
status_str acceptedVersion
dc.identifier.uri.none.fl_str_mv https://repositorio.unicordoba.edu.co/handle/ucordoba/8407
dc.identifier.instname.none.fl_str_mv Universidad de Córdoba
dc.identifier.reponame.none.fl_str_mv Repositorio universidad de Córdoba
dc.identifier.repourl.none.fl_str_mv https://repositorio.unicordoba.edu.co/home
url https://repositorio.unicordoba.edu.co/handle/ucordoba/8407
https://repositorio.unicordoba.edu.co/home
identifier_str_mv Universidad de Córdoba
Repositorio universidad de Córdoba
dc.language.iso.none.fl_str_mv eng
language eng
dc.relation.references.none.fl_str_mv Ahmadi, M. (2017). The impact of motivation on reading comprehension. International Journal of Research in English Education, 2, 1-7. https://doi.org/10.18869/acadpub.ijree.2.1.1
Alabri, S. (2024). EFL Omani Foundation Programme students’ attitudes towards reading in English and their knowledge of reading comprehension strategies. British Journal of Education, 12, 18-38. https://doi.org/10.37745/bje.2013/vol12n51838
Alghonaim, A. (2020). Impact of related activities on reading comprehension of EFL students. English Language Teaching, 13(4), 15-26. https://doi.org/10.5539/elt.v13n4p15
Ana, T., Taboada, S., Barber, L., & Lutz, Klauda. (2020). How reading motivation and engagement enable reading achievement: Policy implications. Policy Insights from the Behavioral and Brain Sciences, 7(1), 27-34. https://doi.org/10.1177/2372732219893385
Applegate, A. J., & Applegate, M. (2004). The Peter Effect: Reading habits and attitudes of preservice teachers. The Reading Teacher, 57(6), 554-563.
Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(4), 369-386. https://doi.org/10.1002/pits.20303
Bakkaloğlu, S., & Pilten, G. (2023). Examining the relationship between reading motivation and reading comprehension self-efficacy perception. International Journal of Psychology and Educational Studies, 10(1), 144-158. https://dx.doi.org/10.52380/ijpes.2023.10.1.909
Berger, J. L., & Karabenick, S. A. (2011). Motivation and students’ use of learning strategies: Evidence of unidirectional effects in mathematics classrooms. Learning and Instruction, 21(3), 416-428. https://doi.org/10.1016/j.learninstruc.2010.06.002
Brinkmann, S. (2014). Unstructured and semi-structured interviewing. In P. Leavy (Ed.), The Oxford handbook of qualitative research (pp. 277–299). Oxford University Press.
Brophy, J. (2010). Motivating students to learn: Third edition. Routledge. https://doi.org/10.4324/9780203858318
Brown, H. D. (2002). English language teaching in the “post-method” era: Toward better diagnosis, treatment, and assessment. In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 9-17). Cambridge University Press. https://doi.org/10.1017/CBO9780511667190.003
Cai, Y., Yang, Y., Ge, Q., & Weng, H. (2022). The interplay between teacher empathy, students’ sense of school belonging, and learning achievement. European Journal of Psychology of Education, 38. https://doi.org/10.1007/s10212-022-00637-6
Carle, A. C., Jaffee, D., & Miller, D. (2009). Engaging college science students and changing academic achievement with technology: A quasi-experimental preliminary investigation. Computers & Education, 52(2), 376-380. Elsevier Ltd. Retrieved June 20, 2024, from https://www.learntechlib.org/p/66674/
Carter, N., Bryant-Lukosius, D., Dicenso, A., Blythe, J., & Neville, A. (2014). The use of triangulation in qualitative research. Oncology Nursing Forum, 41(5), 545-547. https://doi.org/10.1188/14.ONF.545-547
Chalak, A., & Kassaian, Z. (2010). Motivation and attitudes of Iranian undergraduate EFL students towards learning English. GEMA Online™ Journal of Language Studies, 10(2), 37-51.
Chenail, R. (2012). Conducting qualitative data analysis: Qualitative data analysis as a metaphoric process. The Qualitative Report, 17, 248-253. Retrieved from http://www.nova.edu/ssss/QR/QR17-1/chenail-metaphor.pdf
Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2-14. https://doi.org/10.3102/0013189X019005002
Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3–4), 325–346. https://doi.org/10.1080/00461520.1991.9653137
Dörnyei, Z., & Ushioda, E. (2021). Teaching and researching motivation (3rd ed.). Routledge. https://doi.org/10.4324/9781351006743
Duke, N., & Pearson, P. D. (2002). Effective practices for developing reading comprehension. What research has to say about reading instruction, 3. https://doi.org/10.1598/0872071774.10
Filgona, J., Sakiyo, J., Gwany, D. M., & Okoronka, A. U. (2020). Motivation in learning. Asian Journal of Education and Social Studies, 10(4), 16-37. https://doi.org/10.9734/ajess/2020/v10i430273
Fuchs, A. (2008). Motivation. In W. Kirch (Ed.), Encyclopedia of Public Health. Springer. https://doi.org/10.1007/978-1-4020-5614-7_2238
González, Á. (2017). Reading comprehension in an English as a foreign language setting: Teaching strategies for sixth graders based on the interactive model of reading. Folios, 45, 159-175. https://doi.org/10.17227/01234870.45folios159.175
Gopalan, M., & Brady, S. T. (2020). College students’ sense of belonging: A national perspective. Educational Researcher, 49(2), 134-137. https://doi.org/10.3102/0013189X19897622
Griffiths, C. (2008). Strategies and good language learners. In C. Griffiths (Ed.), Lessons from Good Language Learners (pp. 83-98). Cambridge Language Teaching Library. Cambridge University Press. https://doi.org/10.1017/CBO9780511497667.004
Guilloteaux, M. J. (2013). Motivational strategies for the language classroom: Perceptions of Korean secondary school English teachers. System, 41(1), 3-14. https://doi.org/10.1016/j.system.2012.12.002
Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 403-422). Lawrence Erlbaum Associates Publishers.
Guthrie, J. T., Hoa, A. L., Wigfield, A., Tonks, S. M., Humenick, N. M., & Littles, E. (2007). Reading motivation and reading comprehension growth in the later elementary years. Contemporary Educational Psychology, 32(3), 282-313. https://doi.org/10.1016/j.cedpsych.2006.05.004
Guthrie, J., & Wigfield, A. (2023). Roles of motivation and engagement in teaching the English language arts. In R. T. Jiménez & P. D. Pearson (Eds.), Handbook of Research in Teaching of English Language Arts (pp. 123-140). Routledge. https://doi.org/10.4324/9781003334392-16
Heriyawati, D. F., Irawati, L., & Haliwala, A. C. L. T. (2021). The use of KWL (Know, Want, Learned) strategy on students’ reading comprehension. English Teaching Journal: A Journal of English Literature, Linguistics, and Education, 9(2), 94-100. https://doi.org/10.11591/etj.v9i2.11093
Huber, J., Caine, V., Huber, M., & Steeves, P. (2013). Narrative inquiry as pedagogy in education: The extraordinary potential of living, telling, retelling, and reliving stories of experience. Review of Research in Education, 37(1), 212-242. https://doi.org/10.3102/0091732X12458885
Javed, M., Eng, L. S., & Mohamed, A. R. (2015). Developing reading comprehension modules to facilitate reading comprehension among Malaysian secondary school ESL students. International Journal of Instruction, 8(2), 139-154. https://doi.org/10.12973/iji.2015.8211a
Kan, R., & Murphy, V. (2020). Effects of frequency and idiomaticity on second language reading comprehension in children with English as an additional language. Studies in Second Language Learning and Teaching, 10(3), 579-605. https://doi.org/10.14746/ssllt.2020.10.3.8
Keller, J., & Suzuki, K. (2004). Learner motivation and E-learning design: A multinationally validated process. Learning, Media and Technology, 29(3), 229-239. https://doi.org/10.1080/1358165042000283084
Khan, M. S., Amin, R., & Naveed, S. (2022). The contributions of inspirational motivation and intellectual stimulation in connecting individualized consideration and idealized influence. International Journal of Leadership in Education, 1-11. https://doi.org/10.1080/13603124.2022.2076286
Khan, T., Sani, A., & Shaik-Abdullah, S. (2017). Motivation to read in a second language: A review of literature. International Journal of Research in English Education, 2(4), 41-50. https://doi.org/10.29252/ijree.2.4.41
Lamb, M. (2017). The motivational dimension of language teaching. Language Teaching, 50(3), 301-346. https://doi.org/10.1017/S0261444817000088
Lee, I., Yu, S., & Liu, Y. (2017). Hong Kong secondary students’ motivation in EFL writing: A survey study. TESOL Quarterly. Advance online publication. https://doi.org/10.1002/tesq.364
Long, D., & Szabo, S. (2016). E-readers and the effects on students’ reading motivation, attitude and comprehension during guided reading. Cogent Education, 3. https://doi.org/10.1080/2331186X.2016.1180380
Lukhele, S. B. B. (2013). Exploring relationships between reading attitudes, reading ability and academic performance amongst primary teacher trainees in Swaziland. Reading & Writing, 4. https://doi.org/10.4102/rw.v4i1.28
Mahendra, Y., Suprapto, I., & Apriza, B. (2024). The role of school libraries in enhancing the interest and initial reading abilities of elementary school students. West Science Interdisciplinary Studies, 2, 495-501. https://doi.org/10.58812/wsis.v2i03.693
Mok, S. Y., Martiny, S., Gleibs, I., Keller, M., & Froehlich, L. (2016). The relationship between ethnic classroom composition and Turkish-origin and German students' reading performance and sense of belonging. Frontiers in Psychology, 7, Article 1071. https://doi.org/10.3389/fpsyg.2016.01071
Morse, J. M., & Niehaus, L. (2009). Mixing qualitative methods. Qualitative Health Research, 19(11), 1523-1524. https://doi.org/10.1177/1049732309349360
Morsink, S., Van der Oord, S., Antrop, I., Danckaerts, M., & Scheres, A. (2022). Studying motivation in ADHD: The role of internal motives and the relevance of self-determination theory. Journal of Attention Disorders, 26(8), 1139-1158. https://doi.org/10.1177/10870547211050948
Muhklis, D., Elizar, E., & Apriza, B. (2024). Student participation of the Teaching Campus Program in an effort to increase children's interest in reading through the Reading Literacy Movement at SDN 2 Pujokerto. Eduvest - Journal of Universal Studies, 4(3), 1387-1395. https://doi.org/10.59188/eduvest.v4i3.1094
Namaziandost, E., Esfahani, F. R., Ahmadi, S., & Yates, G. (2019). Varying levels of difficulty in L2 reading materials in the EFL classroom: Impact on comprehension and motivation. Cogent Education, 6(1). https://doi.org/10.1080/2331186X.2019.1615740
Nat, P. (2022). Enhancing students' motivation in foreign language learning. Cambodian Journal of Educational Research, 2, 104-118. https://doi.org/10.62037/cjer.2022.02.01.06
Ndruru, F., et al. (2022). Relationship between students' motivation and reading comprehension achievement at the 4th semester students of English language education study program of STKIP Nias Selatan. KnE Social Sciences, 7(10), 457-470. https://doi.org/10.18502/kss.v7i10.11313
Nörnberg, M., Dias, M., & Jäger, J. (2023). Reading as an interaction between the reader and the text: Conceptions and practices in the PNAIC notebooks. Educação em Revista, 39. https://doi.org/10.1590/0102-469837704-
O'Garro, J. A. (2017). Factors that influence the reading motivation of fourth and fifth grade students in a Midwest urban elementary school (Student Work No. 3644). University of Nebraska at Omaha DigitalCommons. https://digitalcommons.unomaha.edu/studentwork/3644
Okebukola, F., Owolabi, T., & Onafowokan, B. (2013). An assessment of the reading motivation skills of Nigerian primary school teachers: Implications for language and science education. Reading & Writing, 4. https://doi.org/10.4102/rw.v4i1.33
Purnama, N., Rahayu, N., & Yugafiati, R. (2019). Students’ motivation in learning English. Professional Journal of English Education, 2(4), 539-544. https://doi.org/10.22460/project.v2i4.p539-544
Radiyah, R., Astrid, A., & Husnaini, H. (2023). The correlation between students’ reading motivation and reading comprehension at eighth grade students level. Jurnal Educatio FKIP UNMA, 9(1), 183–190. https://doi.org/10.31949/educatio.v9i1.4320
Sadeghpour, M. (2013). The impact of topic interest on second language reading comprehension. International Journal of Linguistics, 5(4), 133. https://doi.org/10.5296/ijl.v5i4.3981
Salvador, A. M. M. (2017). To read or not to read: Listening to children talk about reading motivation. Acta Universitatis Lodziensis. Folia Librorum, 1. https://doi.org/10.18778/0860-7435.24.04
Sandy, F., & Mukti, L. (2020). EFL students’ engagement during interactive read aloud. ELT Echo: The Journal of English Language Teaching in Foreign Language Context, 5(2), 108. https://doi.org/10.24235/eltecho.v5i2.7245
Schaufeli, W. B., & Bakker, A. B. (2004). Job demands, job resources, and their relationship with burnout and engagement: A multi-sample study. Journal of Organizational Behavior, 25(3), 293–315. https://doi.org/10.1002/job.248
Schiefele, U., Schaffner, E., Möller, J., & Wigfield, A. (2012). Dimensions of reading motivation and their relation to reading behavior and competence. Reading Research Quarterly, 47, 427-463. https://doi.org/10.1002/RRQ.030
Seitz, L. (2010). Student attitudes toward reading: A case study. Journal of Inquiry and Action in Education, 3(2). Retrieved from https://digitalcommons.buffalostate.edu/jiae/vol3/iss2/3
Shuaibu, M. A., Abu Bakar, N., Ibrahim, M. S., Auwal, K., & Halabi, H. (2015). Impact of motivation on students’ academic performance: A case study of Universiti Sultan Zainal Abidin students. The American Journal of Innovative Research and Applied Sciences, 1(6), 203-208. ISSN 2429-5396.
Silalahi, D. E., Herman, H., Sihombing, P. S. R., Damanik, A. S., & Purba, L. (2022). An analysis of students’ achievement in reading comprehension through Higher Order Thinking Skills (HOTS). Al-Ishlah: Jurnal Pendidikan, 14(2), 1853-1868. https://doi.org/10.35445/alishlah.v14i1.1249
Skinner, E., Kindermann, T., & Furrer, C. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children's behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69(3), 493-525. https://doi.org/10.1177/0013164408323233
Smit, B., & Onwuegbuzie, A. J. (2018). Observations in qualitative inquiry: When what you see is not what you see. International Journal of Qualitative Methods, 17(1). https://doi.org/10.1177/1609406918816766
Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Sage Publications, Inc.
Tien, C.-Y. (2015). A large-scale study on extensive reading program for non-English majors: Factors and attitude. International Journal of Applied Linguistics & English Literature, 4(4). https://doi.org/10.7575/aiac.ijalel.v.4n.4p.46
Wang, M. C., Haertel, G. D., & Walberg, H. J. (1990). What influences learning? A content analysis of review literature. The Journal of Educational Research, 84, 30-43. https://doi.org/10.1080/00220671.1990.10885988
Wigfield, A., & Guthrie, J. T. (1997). Relations of children's motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89(3), 420–432. https://doi.org/10.1037/0022-0663.89.3.420
Yang, Y.-H., Chu, H.-C., & Tseng, W.-T. (2021). Text difficulty in extensive reading: Reading comprehension and reading motivation. Reading in a Foreign Language, 33(1), 78-102. http://hdl.handle.net/10125/67394
Yulia, M., Sulistyo, G., & Cahyono, B. (2020). Affective engagement in academic reading: What EFL student teachers reveal. International Journal of Evaluation and Research in Education (IJERE), 9(3), 791-798. https://doi.org/10.11591/ijere.v9i3.20635
Yusuf, H. O. (2016). Effectiveness of using creative mental images in teaching reading comprehension in primary schools in Nigeria. American Journal of Educational Research, 4(1), 18-21. https://pubs.sciepub.com/education/4/1/5
dc.rights.none.fl_str_mv Copyright Universidad de Córdoba, 2024
dc.rights.uri.none.fl_str_mv https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.license.none.fl_str_mv Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
dc.rights.accessrights.none.fl_str_mv info:eu-repo/semantics/openAccess
dc.rights.coar.none.fl_str_mv http://purl.org/coar/access_right/c_abf2
rights_invalid_str_mv Copyright Universidad de Córdoba, 2024
https://creativecommons.org/licenses/by-nc-nd/4.0/
Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.mimetype.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidad de Córdoba
dc.publisher.faculty.none.fl_str_mv Facultad de Educación y Ciencias Humanas
dc.publisher.place.none.fl_str_mv Montería, Córdoba, Colombia
dc.publisher.program.none.fl_str_mv Licenciatura en Educación Básica con Énfasis en Humanidades-Inglés
publisher.none.fl_str_mv Universidad de Córdoba
institution Universidad de Córdoba
bitstream.url.fl_str_mv https://repositorio.unicordoba.edu.co/bitstreams/d87cec94-692f-4417-bbbf-fe000ed2447e/download
https://repositorio.unicordoba.edu.co/bitstreams/319213a3-e469-4fd5-b004-957cedbcdb6f/download
https://repositorio.unicordoba.edu.co/bitstreams/4483376d-0da3-4344-b34d-161de38e6071/download
https://repositorio.unicordoba.edu.co/bitstreams/534ecee1-37d9-425b-ae99-0399de29b710/download
https://repositorio.unicordoba.edu.co/bitstreams/d2b0797b-cdf0-4ab1-be4b-406e7db487b6/download
https://repositorio.unicordoba.edu.co/bitstreams/2a3fa8f3-89d7-479d-8ae3-92fd4d3aeb41/download
https://repositorio.unicordoba.edu.co/bitstreams/289690cd-cbb7-4573-b2b3-c0418135b060/download
bitstream.checksum.fl_str_mv b1c6466a8255b5286b1ba0c4ec5f974b
4c7027fa8217cc673d4ad0100e1e3795
73a5432e0b76442b22b026844140d683
9ab384dab24ae16d5bb59826f717452f
bb55e5d8f2e75ae342bcb1fed43ccf5c
50d0bed8f2027227c47636772284f18d
5d502b7331dbe04f3dba7176bb2481ca
bitstream.checksumAlgorithm.fl_str_mv MD5
MD5
MD5
MD5
MD5
MD5
MD5
repository.name.fl_str_mv Repositorio Universidad de Córdoba
repository.mail.fl_str_mv bdigital@metabiblioteca.com
_version_ 1839636041491808256
spelling García Montes, Paula Andreaa6545ab6-929e-4458-82a9-c42a213898be-1Hernández Montalvo, Andrea del Carmen568e79ef-ce4f-43ef-95f1-1dd2e750ca57-1Sánchez Romero, Andrea Carolina583dc864-8ee7-473a-83cd-f058f81e718f-1Jerez Rodríguez, Sonia María098644a0-b74e-463e-b8d0-f06790bacf16-1Aguas Castillo, Pedro Pablo3296bbd2-4f45-427f-8228-f9d9e692b251-12024-07-15T19:23:39Z2024-07-15T19:23:39Z2024-07-09https://repositorio.unicordoba.edu.co/handle/ucordoba/8407Universidad de CórdobaRepositorio universidad de Córdobahttps://repositorio.unicordoba.edu.co/homeReading in English is a fundamental element for the academic and professional development of students as it allows for the acquisition of linguistic skills and opens doors to job opportunities. Therefore, engagement in reading in English is crucial to fostering a sense of belonging and investment in reading. This study described the sense of belonging and investment of sixth-grade students from a public school in Monteria through the analysis of their experiences with reading from primary to secondary school. This study used a narrative inquiry method to collect the students' stories related to reading and employed various data techniques such as students' written narratives that were collected during one writing session to research about students’ personal stories, nine interviews, and five observations, which allowed us to characterize the students' sense of belonging and investment in the English class. The findings of this research showed students’ sense of belonging and investment is very low concerning English reading. In turn, when reading in Spanish it drastically changes positively. For example, students' preferences in reading are not connected with their reading activities in classes. Results delved into a need for planning reading materials and strategies that are aligned with students’ reading narratives or experiences as well as the creation of an environment that provides diverse and interesting reading materials for them.1 Introduction........................ 12 Theoretical Framework..................... 52.1 Conceptual Framework.......................... 52.1.1 Reading comprehension.............................. 52.1.2 Engagement in reading........................ 72.1.3 Sense of Belonging and Investment .....102.1.4 Motivation...........112.1.5 Motivation for reading........142.2 Literature Review........173 Methodology...........253.1 Type of research......253.2 Context and participants.......263.3 Data collection procedures....263.4 Data analysis......284 Findings..... 304.1 Students Reading Trajectories and impact on their sense of belonging....... 304.2 Positive trajectories.........324.3 Conceptions about reading...........344.4 Students’ Investment in reading...........475 Discussion.........526 Conclusions......... 587 References......... 608 Appendixes......... 71PregradoLicenciado(a) en Lenguas Extranjeras con Énfasis en InglésTrabajos de Investigación y/o Extensiónapplication/pdfengUniversidad de CórdobaFacultad de Educación y Ciencias HumanasMontería, Córdoba, ColombiaLicenciatura en Educación Básica con Énfasis en Humanidades-InglésCopyright Universidad de Córdoba, 2024https://creativecommons.org/licenses/by-nc-nd/4.0/Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Affective engagement concerning belonging and investment in 6th graders in reading in the efl classTrabajo de grado - Pregradoinfo:eu-repo/semantics/bachelorThesishttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/acceptedVersionTextAhmadi, M. (2017). The impact of motivation on reading comprehension. International Journal of Research in English Education, 2, 1-7. https://doi.org/10.18869/acadpub.ijree.2.1.1Alabri, S. (2024). EFL Omani Foundation Programme students’ attitudes towards reading in English and their knowledge of reading comprehension strategies. British Journal of Education, 12, 18-38. https://doi.org/10.37745/bje.2013/vol12n51838Alghonaim, A. (2020). Impact of related activities on reading comprehension of EFL students. English Language Teaching, 13(4), 15-26. https://doi.org/10.5539/elt.v13n4p15Ana, T., Taboada, S., Barber, L., & Lutz, Klauda. (2020). How reading motivation and engagement enable reading achievement: Policy implications. Policy Insights from the Behavioral and Brain Sciences, 7(1), 27-34. https://doi.org/10.1177/2372732219893385Applegate, A. J., & Applegate, M. (2004). The Peter Effect: Reading habits and attitudes of preservice teachers. The Reading Teacher, 57(6), 554-563.Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(4), 369-386. https://doi.org/10.1002/pits.20303Bakkaloğlu, S., & Pilten, G. (2023). Examining the relationship between reading motivation and reading comprehension self-efficacy perception. International Journal of Psychology and Educational Studies, 10(1), 144-158. https://dx.doi.org/10.52380/ijpes.2023.10.1.909Berger, J. L., & Karabenick, S. A. (2011). Motivation and students’ use of learning strategies: Evidence of unidirectional effects in mathematics classrooms. Learning and Instruction, 21(3), 416-428. https://doi.org/10.1016/j.learninstruc.2010.06.002Brinkmann, S. (2014). Unstructured and semi-structured interviewing. In P. Leavy (Ed.), The Oxford handbook of qualitative research (pp. 277–299). Oxford University Press.Brophy, J. (2010). Motivating students to learn: Third edition. Routledge. https://doi.org/10.4324/9780203858318Brown, H. D. (2002). English language teaching in the “post-method” era: Toward better diagnosis, treatment, and assessment. In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 9-17). Cambridge University Press. https://doi.org/10.1017/CBO9780511667190.003Cai, Y., Yang, Y., Ge, Q., & Weng, H. (2022). The interplay between teacher empathy, students’ sense of school belonging, and learning achievement. European Journal of Psychology of Education, 38. https://doi.org/10.1007/s10212-022-00637-6Carle, A. C., Jaffee, D., & Miller, D. (2009). Engaging college science students and changing academic achievement with technology: A quasi-experimental preliminary investigation. Computers & Education, 52(2), 376-380. Elsevier Ltd. Retrieved June 20, 2024, from https://www.learntechlib.org/p/66674/Carter, N., Bryant-Lukosius, D., Dicenso, A., Blythe, J., & Neville, A. (2014). The use of triangulation in qualitative research. Oncology Nursing Forum, 41(5), 545-547. https://doi.org/10.1188/14.ONF.545-547Chalak, A., & Kassaian, Z. (2010). Motivation and attitudes of Iranian undergraduate EFL students towards learning English. GEMA Online™ Journal of Language Studies, 10(2), 37-51.Chenail, R. (2012). Conducting qualitative data analysis: Qualitative data analysis as a metaphoric process. The Qualitative Report, 17, 248-253. Retrieved from http://www.nova.edu/ssss/QR/QR17-1/chenail-metaphor.pdfConnelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2-14. https://doi.org/10.3102/0013189X019005002Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3–4), 325–346. https://doi.org/10.1080/00461520.1991.9653137Dörnyei, Z., & Ushioda, E. (2021). Teaching and researching motivation (3rd ed.). Routledge. https://doi.org/10.4324/9781351006743Duke, N., & Pearson, P. D. (2002). Effective practices for developing reading comprehension. What research has to say about reading instruction, 3. https://doi.org/10.1598/0872071774.10Filgona, J., Sakiyo, J., Gwany, D. M., & Okoronka, A. U. (2020). Motivation in learning. Asian Journal of Education and Social Studies, 10(4), 16-37. https://doi.org/10.9734/ajess/2020/v10i430273Fuchs, A. (2008). Motivation. In W. Kirch (Ed.), Encyclopedia of Public Health. Springer. https://doi.org/10.1007/978-1-4020-5614-7_2238González, Á. (2017). Reading comprehension in an English as a foreign language setting: Teaching strategies for sixth graders based on the interactive model of reading. Folios, 45, 159-175. https://doi.org/10.17227/01234870.45folios159.175Gopalan, M., & Brady, S. T. (2020). College students’ sense of belonging: A national perspective. Educational Researcher, 49(2), 134-137. https://doi.org/10.3102/0013189X19897622Griffiths, C. (2008). Strategies and good language learners. In C. Griffiths (Ed.), Lessons from Good Language Learners (pp. 83-98). Cambridge Language Teaching Library. Cambridge University Press. https://doi.org/10.1017/CBO9780511497667.004Guilloteaux, M. J. (2013). Motivational strategies for the language classroom: Perceptions of Korean secondary school English teachers. System, 41(1), 3-14. https://doi.org/10.1016/j.system.2012.12.002Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 403-422). Lawrence Erlbaum Associates Publishers.Guthrie, J. T., Hoa, A. L., Wigfield, A., Tonks, S. M., Humenick, N. M., & Littles, E. (2007). Reading motivation and reading comprehension growth in the later elementary years. Contemporary Educational Psychology, 32(3), 282-313. https://doi.org/10.1016/j.cedpsych.2006.05.004Guthrie, J., & Wigfield, A. (2023). Roles of motivation and engagement in teaching the English language arts. In R. T. Jiménez & P. D. Pearson (Eds.), Handbook of Research in Teaching of English Language Arts (pp. 123-140). Routledge. https://doi.org/10.4324/9781003334392-16Heriyawati, D. F., Irawati, L., & Haliwala, A. C. L. T. (2021). The use of KWL (Know, Want, Learned) strategy on students’ reading comprehension. English Teaching Journal: A Journal of English Literature, Linguistics, and Education, 9(2), 94-100. https://doi.org/10.11591/etj.v9i2.11093Huber, J., Caine, V., Huber, M., & Steeves, P. (2013). Narrative inquiry as pedagogy in education: The extraordinary potential of living, telling, retelling, and reliving stories of experience. Review of Research in Education, 37(1), 212-242. https://doi.org/10.3102/0091732X12458885Javed, M., Eng, L. S., & Mohamed, A. R. (2015). Developing reading comprehension modules to facilitate reading comprehension among Malaysian secondary school ESL students. International Journal of Instruction, 8(2), 139-154. https://doi.org/10.12973/iji.2015.8211aKan, R., & Murphy, V. (2020). Effects of frequency and idiomaticity on second language reading comprehension in children with English as an additional language. Studies in Second Language Learning and Teaching, 10(3), 579-605. https://doi.org/10.14746/ssllt.2020.10.3.8Keller, J., & Suzuki, K. (2004). Learner motivation and E-learning design: A multinationally validated process. Learning, Media and Technology, 29(3), 229-239. https://doi.org/10.1080/1358165042000283084Khan, M. S., Amin, R., & Naveed, S. (2022). The contributions of inspirational motivation and intellectual stimulation in connecting individualized consideration and idealized influence. International Journal of Leadership in Education, 1-11. https://doi.org/10.1080/13603124.2022.2076286Khan, T., Sani, A., & Shaik-Abdullah, S. (2017). Motivation to read in a second language: A review of literature. International Journal of Research in English Education, 2(4), 41-50. https://doi.org/10.29252/ijree.2.4.41Lamb, M. (2017). The motivational dimension of language teaching. Language Teaching, 50(3), 301-346. https://doi.org/10.1017/S0261444817000088Lee, I., Yu, S., & Liu, Y. (2017). Hong Kong secondary students’ motivation in EFL writing: A survey study. TESOL Quarterly. Advance online publication. https://doi.org/10.1002/tesq.364Long, D., & Szabo, S. (2016). E-readers and the effects on students’ reading motivation, attitude and comprehension during guided reading. Cogent Education, 3. https://doi.org/10.1080/2331186X.2016.1180380Lukhele, S. B. B. (2013). Exploring relationships between reading attitudes, reading ability and academic performance amongst primary teacher trainees in Swaziland. Reading & Writing, 4. https://doi.org/10.4102/rw.v4i1.28Mahendra, Y., Suprapto, I., & Apriza, B. (2024). The role of school libraries in enhancing the interest and initial reading abilities of elementary school students. West Science Interdisciplinary Studies, 2, 495-501. https://doi.org/10.58812/wsis.v2i03.693Mok, S. Y., Martiny, S., Gleibs, I., Keller, M., & Froehlich, L. (2016). The relationship between ethnic classroom composition and Turkish-origin and German students' reading performance and sense of belonging. Frontiers in Psychology, 7, Article 1071. https://doi.org/10.3389/fpsyg.2016.01071Morse, J. M., & Niehaus, L. (2009). Mixing qualitative methods. Qualitative Health Research, 19(11), 1523-1524. https://doi.org/10.1177/1049732309349360Morsink, S., Van der Oord, S., Antrop, I., Danckaerts, M., & Scheres, A. (2022). Studying motivation in ADHD: The role of internal motives and the relevance of self-determination theory. Journal of Attention Disorders, 26(8), 1139-1158. https://doi.org/10.1177/10870547211050948Muhklis, D., Elizar, E., & Apriza, B. (2024). Student participation of the Teaching Campus Program in an effort to increase children's interest in reading through the Reading Literacy Movement at SDN 2 Pujokerto. Eduvest - Journal of Universal Studies, 4(3), 1387-1395. https://doi.org/10.59188/eduvest.v4i3.1094Namaziandost, E., Esfahani, F. R., Ahmadi, S., & Yates, G. (2019). Varying levels of difficulty in L2 reading materials in the EFL classroom: Impact on comprehension and motivation. Cogent Education, 6(1). https://doi.org/10.1080/2331186X.2019.1615740Nat, P. (2022). Enhancing students' motivation in foreign language learning. Cambodian Journal of Educational Research, 2, 104-118. https://doi.org/10.62037/cjer.2022.02.01.06Ndruru, F., et al. (2022). Relationship between students' motivation and reading comprehension achievement at the 4th semester students of English language education study program of STKIP Nias Selatan. KnE Social Sciences, 7(10), 457-470. https://doi.org/10.18502/kss.v7i10.11313Nörnberg, M., Dias, M., & Jäger, J. (2023). Reading as an interaction between the reader and the text: Conceptions and practices in the PNAIC notebooks. Educação em Revista, 39. https://doi.org/10.1590/0102-469837704-O'Garro, J. A. (2017). Factors that influence the reading motivation of fourth and fifth grade students in a Midwest urban elementary school (Student Work No. 3644). University of Nebraska at Omaha DigitalCommons. https://digitalcommons.unomaha.edu/studentwork/3644Okebukola, F., Owolabi, T., & Onafowokan, B. (2013). An assessment of the reading motivation skills of Nigerian primary school teachers: Implications for language and science education. Reading & Writing, 4. https://doi.org/10.4102/rw.v4i1.33Purnama, N., Rahayu, N., & Yugafiati, R. (2019). Students’ motivation in learning English. Professional Journal of English Education, 2(4), 539-544. https://doi.org/10.22460/project.v2i4.p539-544Radiyah, R., Astrid, A., & Husnaini, H. (2023). The correlation between students’ reading motivation and reading comprehension at eighth grade students level. Jurnal Educatio FKIP UNMA, 9(1), 183–190. https://doi.org/10.31949/educatio.v9i1.4320Sadeghpour, M. (2013). The impact of topic interest on second language reading comprehension. International Journal of Linguistics, 5(4), 133. https://doi.org/10.5296/ijl.v5i4.3981Salvador, A. M. M. (2017). To read or not to read: Listening to children talk about reading motivation. Acta Universitatis Lodziensis. Folia Librorum, 1. https://doi.org/10.18778/0860-7435.24.04Sandy, F., & Mukti, L. (2020). EFL students’ engagement during interactive read aloud. ELT Echo: The Journal of English Language Teaching in Foreign Language Context, 5(2), 108. https://doi.org/10.24235/eltecho.v5i2.7245Schaufeli, W. B., & Bakker, A. B. (2004). Job demands, job resources, and their relationship with burnout and engagement: A multi-sample study. Journal of Organizational Behavior, 25(3), 293–315. https://doi.org/10.1002/job.248Schiefele, U., Schaffner, E., Möller, J., & Wigfield, A. (2012). Dimensions of reading motivation and their relation to reading behavior and competence. Reading Research Quarterly, 47, 427-463. https://doi.org/10.1002/RRQ.030Seitz, L. (2010). Student attitudes toward reading: A case study. Journal of Inquiry and Action in Education, 3(2). Retrieved from https://digitalcommons.buffalostate.edu/jiae/vol3/iss2/3Shuaibu, M. A., Abu Bakar, N., Ibrahim, M. S., Auwal, K., & Halabi, H. (2015). Impact of motivation on students’ academic performance: A case study of Universiti Sultan Zainal Abidin students. The American Journal of Innovative Research and Applied Sciences, 1(6), 203-208. ISSN 2429-5396.Silalahi, D. E., Herman, H., Sihombing, P. S. R., Damanik, A. S., & Purba, L. (2022). An analysis of students’ achievement in reading comprehension through Higher Order Thinking Skills (HOTS). Al-Ishlah: Jurnal Pendidikan, 14(2), 1853-1868. https://doi.org/10.35445/alishlah.v14i1.1249Skinner, E., Kindermann, T., & Furrer, C. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children's behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69(3), 493-525. https://doi.org/10.1177/0013164408323233Smit, B., & Onwuegbuzie, A. J. (2018). Observations in qualitative inquiry: When what you see is not what you see. International Journal of Qualitative Methods, 17(1). https://doi.org/10.1177/1609406918816766Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Sage Publications, Inc.Tien, C.-Y. (2015). A large-scale study on extensive reading program for non-English majors: Factors and attitude. International Journal of Applied Linguistics & English Literature, 4(4). https://doi.org/10.7575/aiac.ijalel.v.4n.4p.46Wang, M. C., Haertel, G. D., & Walberg, H. J. (1990). What influences learning? A content analysis of review literature. The Journal of Educational Research, 84, 30-43. https://doi.org/10.1080/00220671.1990.10885988Wigfield, A., & Guthrie, J. T. (1997). Relations of children's motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89(3), 420–432. https://doi.org/10.1037/0022-0663.89.3.420Yang, Y.-H., Chu, H.-C., & Tseng, W.-T. (2021). Text difficulty in extensive reading: Reading comprehension and reading motivation. Reading in a Foreign Language, 33(1), 78-102. http://hdl.handle.net/10125/67394Yulia, M., Sulistyo, G., & Cahyono, B. (2020). Affective engagement in academic reading: What EFL student teachers reveal. International Journal of Evaluation and Research in Education (IJERE), 9(3), 791-798. https://doi.org/10.11591/ijere.v9i3.20635Yusuf, H. O. (2016). Effectiveness of using creative mental images in teaching reading comprehension in primary schools in Nigeria. American Journal of Educational Research, 4(1), 18-21. https://pubs.sciepub.com/education/4/1/5Comprensión lectoraCompromisoSentido de pertenenciaInversiónReading comprehensionEngagementSense of belongingInvestmentPublicationORIGINALhernandezmontalvoandreadelcarmen-sanchezromeroandreacarolina.docx.pdfhernandezmontalvoandreadelcarmen-sanchezromeroandreacarolina.docx.pdfapplication/pdf9157029https://repositorio.unicordoba.edu.co/bitstreams/d87cec94-692f-4417-bbbf-fe000ed2447e/downloadb1c6466a8255b5286b1ba0c4ec5f974bMD51Formato de Autorización .pdfFormato de Autorización .pdfapplication/pdf299570https://repositorio.unicordoba.edu.co/bitstreams/319213a3-e469-4fd5-b004-957cedbcdb6f/download4c7027fa8217cc673d4ad0100e1e3795MD54LICENSElicense.txtlicense.txttext/plain; charset=utf-815543https://repositorio.unicordoba.edu.co/bitstreams/4483376d-0da3-4344-b34d-161de38e6071/download73a5432e0b76442b22b026844140d683MD53TEXThernandezmontalvoandreadelcarmen-sanchezromeroandreacarolina.docx.pdf.txthernandezmontalvoandreadelcarmen-sanchezromeroandreacarolina.docx.pdf.txtExtracted texttext/plain100628https://repositorio.unicordoba.edu.co/bitstreams/534ecee1-37d9-425b-ae99-0399de29b710/download9ab384dab24ae16d5bb59826f717452fMD55Formato de Autorización .pdf.txtFormato de Autorización .pdf.txtExtracted texttext/plain5837https://repositorio.unicordoba.edu.co/bitstreams/d2b0797b-cdf0-4ab1-be4b-406e7db487b6/downloadbb55e5d8f2e75ae342bcb1fed43ccf5cMD57THUMBNAILhernandezmontalvoandreadelcarmen-sanchezromeroandreacarolina.docx.pdf.jpghernandezmontalvoandreadelcarmen-sanchezromeroandreacarolina.docx.pdf.jpgGenerated Thumbnailimage/jpeg6806https://repositorio.unicordoba.edu.co/bitstreams/2a3fa8f3-89d7-479d-8ae3-92fd4d3aeb41/download50d0bed8f2027227c47636772284f18dMD56Formato de Autorización .pdf.jpgFormato de Autorización .pdf.jpgGenerated Thumbnailimage/jpeg14426https://repositorio.unicordoba.edu.co/bitstreams/289690cd-cbb7-4573-b2b3-c0418135b060/download5d502b7331dbe04f3dba7176bb2481caMD58ucordoba/8407oai:repositorio.unicordoba.edu.co:ucordoba/84072024-07-16 03:00:25.611https://creativecommons.org/licenses/by-nc-nd/4.0/Copyright Universidad de Córdoba, 2024open.accesshttps://repositorio.unicordoba.edu.coRepositorio Universidad de Córdobabdigital@metabiblioteca.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

Publicaciones similares