Visual narrative: Pedagogical proposal to stimulate reading in Colombian adult EFL learners using The Four-Phase Model of Interest Development

ilustraciones, diagramas, fotografías

Autores:: Quilismal Prieto, Aura Caterine

Tipo de recurso:

Fecha de publicación:: 2024

Institución:: Universidad Nacional de Colombia

Repositorio:: Universidad Nacional de Colombia

Idioma:: eng

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dc.title.eng.fl_str_mv	Visual narrative: Pedagogical proposal to stimulate reading in Colombian adult EFL learners using The Four-Phase Model of Interest Development
dc.title.translated.spa.fl_str_mv	Narrativa Visual: Propuesta pedagógica para estimular la lectura en estudiantes adultos colombianos de inglés como lengua Extranjera (EFL) a partir del Modelo de Desarrollo del Interés de Cuatro Fases
title	Visual narrative: Pedagogical proposal to stimulate reading in Colombian adult EFL learners using The Four-Phase Model of Interest Development
spellingShingle	Visual narrative: Pedagogical proposal to stimulate reading in Colombian adult EFL learners using The Four-Phase Model of Interest Development 370 - Educación::374 - Educación de adultos 400 - Lenguas::407 - Educación, investigación, temas relacionados 420 - Inglés e inglés antiguo::428 - Uso del inglés estándar Lectura en inglés Interés situacional Narrativa visual Modelo de Desarrollo del Interés en Cuatro Fases Propuesta pedagógica The Four-Phase Model of Interest Development English reading Visual narratives Situational interest Pedagogical proposal Lengua extranjera Enseñanza de una segunda lengua Enseñanza de idiomas Método de enseñanza Aprendizaje de adultos Foreign languages Second language instruction Language instruction Teaching methods Adult learning
title_short	Visual narrative: Pedagogical proposal to stimulate reading in Colombian adult EFL learners using The Four-Phase Model of Interest Development
title_full	Visual narrative: Pedagogical proposal to stimulate reading in Colombian adult EFL learners using The Four-Phase Model of Interest Development
title_fullStr	Visual narrative: Pedagogical proposal to stimulate reading in Colombian adult EFL learners using The Four-Phase Model of Interest Development
title_full_unstemmed	Visual narrative: Pedagogical proposal to stimulate reading in Colombian adult EFL learners using The Four-Phase Model of Interest Development
title_sort	Visual narrative: Pedagogical proposal to stimulate reading in Colombian adult EFL learners using The Four-Phase Model of Interest Development
dc.creator.fl_str_mv	Quilismal Prieto, Aura Caterine
dc.contributor.advisor.spa.fl_str_mv	Parra Martinez, Fabio Andrés Reyes Rincon, Javier Hernando
dc.contributor.author.spa.fl_str_mv	Quilismal Prieto, Aura Caterine
dc.subject.ddc.spa.fl_str_mv	370 - Educación::374 - Educación de adultos 400 - Lenguas::407 - Educación, investigación, temas relacionados 420 - Inglés e inglés antiguo::428 - Uso del inglés estándar
topic	370 - Educación::374 - Educación de adultos 400 - Lenguas::407 - Educación, investigación, temas relacionados 420 - Inglés e inglés antiguo::428 - Uso del inglés estándar Lectura en inglés Interés situacional Narrativa visual Modelo de Desarrollo del Interés en Cuatro Fases Propuesta pedagógica The Four-Phase Model of Interest Development English reading Visual narratives Situational interest Pedagogical proposal Lengua extranjera Enseñanza de una segunda lengua Enseñanza de idiomas Método de enseñanza Aprendizaje de adultos Foreign languages Second language instruction Language instruction Teaching methods Adult learning
dc.subject.proposal.spa.fl_str_mv	Lectura en inglés Interés situacional Narrativa visual Modelo de Desarrollo del Interés en Cuatro Fases Propuesta pedagógica
dc.subject.proposal.eng.fl_str_mv	The Four-Phase Model of Interest Development English reading Visual narratives Situational interest Pedagogical proposal
dc.subject.unesco.spa.fl_str_mv	Lengua extranjera Enseñanza de una segunda lengua Enseñanza de idiomas Método de enseñanza Aprendizaje de adultos
dc.subject.unesco.eng.fl_str_mv	Foreign languages Second language instruction Language instruction Teaching methods Adult learning
description	ilustraciones, diagramas, fotografías
publishDate	2024
dc.date.accessioned.none.fl_str_mv	2024-06-27T20:48:14Z
dc.date.available.none.fl_str_mv	2024-06-27T20:48:14Z
dc.date.issued.none.fl_str_mv	2024-06-26
dc.type.spa.fl_str_mv	Trabajo de grado - Maestría
dc.type.driver.spa.fl_str_mv	info:eu-repo/semantics/masterThesis
dc.type.version.spa.fl_str_mv	info:eu-repo/semantics/acceptedVersion
dc.type.content.spa.fl_str_mv	Text
dc.type.redcol.spa.fl_str_mv	http://purl.org/redcol/resource_type/TM
status_str	acceptedVersion
dc.identifier.uri.none.fl_str_mv	https://repositorio.unal.edu.co/handle/unal/86319
dc.identifier.instname.spa.fl_str_mv	Universidad Nacional de Colombia
dc.identifier.reponame.spa.fl_str_mv	Repositorio Institucional Universidad Nacional de Colombia
dc.identifier.repourl.spa.fl_str_mv	https://repositorio.unal.edu.co/
url	https://repositorio.unal.edu.co/handle/unal/86319 https://repositorio.unal.edu.co/
identifier_str_mv	Universidad Nacional de Colombia Repositorio Institucional Universidad Nacional de Colombia
dc.language.iso.spa.fl_str_mv	eng
language	eng
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Estrategias para el fortalecimiento de la habilidad de comprensión lectora para la lengua extranjera inglés, a través de ambientes de aprendizaje mediado por las TIC. https://intellectum.unisabana.edu.co/bitstream/handle/10818/34496/Articulo%20Edizon%20Bacca.pdf?sequence=1&isAllowed=y Bakhtin, M. (1981). The dialogic imagination: Four essays. Austin: University of Texas Press. http://archive.org/details/dialogicimaginat0000bakh Bakhtin, M. (1982). Estética de la creación verbal (Siglo veintiuno editores). Basallo, J. S. (2016). Adult EFL Reading Selection: Influence on Literacy. PROFILE Issues in Teachers’ Professional Development, 18(1), 167–181. https://doi.org/10.15446/profile.v18n1.49943 Browne, A. (2009). Little Beauty. Walker Books. Calle, G. Y. C., & Achicanoy, P. del C. A. (2022). Uso didáctico de los textos hipermediales para la promoción de la lectura inferencial en inglés: Didactic use of hypermedial texts for the promotion of inferential reading in English. 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Applied Linguistics, 23(4), 421–462. https://doi.org/10.1093/applin/23.4.421 Dr. Seuss. (2022). The Cat in the Hat (65th Anniversary edition). HarperCollinsChildren’sBooks. Duke, N., & Pearson, P. (2002). Effective Practices for Developing Reading Comprehension. What Research Has to Say about Reading Instruction, 3. https://doi.org/10.1598/0872071774.10 Durkin, D. (1978). What Classroom Observations Reveal about Reading Comprehension Instruction. Technical Report No. 106. https://eric.ed.gov/?id=ED162259 Elmiana, D. S. (2019). Pedagogical representation of visual images in EFL textbooks: A multimodal perspective. Pedagogy, Culture & Society, 27(4), 613–628. https://doi.org/10.1080/14681366.2019.1569550 Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed). Continuum. Freire, P. (2014). La Importancia del acto de leer (H. Vargas, Trans.). Fundación Editiorial El perro y la rana. Gamos, A. E. (2003). The Ant and the Grasshopper. Shinseken. García, D. (2020). 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British Journal of Educational Psychology, 83(4), 591–614. https://doi.org/10.1111/j.2044-8279.2012.02080.x Louie, B., & Sierschynski, J. (2015). Enhancing English Learners’ Language Development Using Wordless Picture Books. Reading Teacher, 69(1), 103–111. https://doi.org/10.1002/trtr.1376 Marín, J. (2011). Old Man. https://jorgemarinpinto.wordpress.com/albunes/ Martínez, A. P., & Urbano, P. A. (2017). La Herramienta Wlingua: Estrategia para mejorar la comprensión lectora en inglés. https://web.archive.org/web/20180412224528id_/http://www.umariana.edu.co/ojs-editorial/index.php/unimar/article/viewFile/1434/pdf Mathews, SarahA. (2014). Reading without Words: Using the Arrival to Teach Visual Literacy with English Language Learners. Clearing House, 87(2), 64–68. https://doi.org/10.1080/00098655.2013.843499 McAlinden, M. (2018). English Language Teachers’ Conceptions of Intercultural Empathy and Professional Identity: A Critical Discourse Analysis. Australian Journal of Teacher Education, 43(10). https://doi.org/10.14221/ajte.2018v43.n10.3 Mohamad, M., & Philip, J. (2020). The Attribute Factors on the Successful Reading Lesson by ESL: A Literature Review. Creative Education, 11(11), 2240–2248. https://doi.org/10.4236/ce.2020.1111164 Monobe, G., Bintz, W. P., & McTeer, J. S. (2017). Developing English Learners’ Reading Confidence with Whole-Class Repeated Reading. Reading Teacher, 71(3), 347–350. https://doi.org/10.1002/trtr.1642 Moon, J. (1999). Learning Journals: A Handbook for Reflective Practice and Professional Development. https://www.routledge.com/Learning-Journals-A-Handbook-for-Reflective-Practice-and-Professional-Development/Moon-Moon/p/book/9780415403757 Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge University Press. https://doi.org/10.1017/CBO9781139524759 Negrete, Y. M. A., & Zermeño, M. G. G. (2017). E-estrategias de lectura y escritura del inglés en ambientes virtuales de aprendizaje. Campus Virtuales, 6(1), Article 1. Nieves, I., & Mayora, C. A. (2012). La lectura extensiva en inglés: Una propuesta teórica para mejorar la comprensión de lectura en estudiantes de secundaria en Venezuela. Letras, 54(86), 76–98. Nunan, D. (1989). Designing Tasks for The Communicative classroom. Cambridge Language Teaching Library. https://dokumen.tips/documents/-david-nunan-designing-tasks-for-the-communicative-classroom.html Ortiz, D. (2015). Constructivism as theory and teaching method. El Método: Su despliegue en las ciencias y en la praxis educativa, 19. https://doi.org/10.17163%2Fsoph.n19.2015.04 Pérez, L. M., & Fernández, S. S. (2016). El álbum ilustrado en primaria: Un recurso para la adquisición de la L2. Lenguaje y Textos, 44, Article 44. https://doi.org/10.4995/lyt.2016.6754 Pimenta, S., & Poovaiah, R. (2010). 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(2017). Investigating the linguistic and pedagogical affordances of an L2 open reading environment via eComma: An exploratory study in a Chinese language course. System, 69, 38–53. https://doi.org/10.1016/j.system.2017.08.003 Tomlinson, B., & Farajnezhad, Z. (2022). Developing Materials for Language Teaching by Brian Tomlinson. Waterhouse, M. (2021). Art, affect, and the production of pedagogy in newcomer language classrooms. Language & Education: An International Journal, 35(3), 268–284. https://doi.org/10.1080/09500782.2020.1846554 Watts, M., & Ebbutt, D. (1987). More than the sum of the parts: Research methods in group interviewing. British Educational Research Journal, 13(1), 25–34. https://doi.org/10.1080/0141192870130103 Yamada, K. (2017). Because I have a teacher. Compendium Inc. https://readwj.files.wordpress.com/2022/03/because-i-had-a-teacher-kobi-yamada.pdf Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (2004). Building Academic Success on Social and Emotional Learning: What Does the Research Say? Teachers College Press.
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dc.coverage.country.spa.fl_str_mv	Colombia
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dc.publisher.faculty.spa.fl_str_mv	Facultad de Ciencias Humanas
dc.publisher.place.spa.fl_str_mv	Bogotá, Colombia
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spelling	Atribución-NoComercial 4.0 Internacionalhttp://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Parra Martinez, Fabio Andrésc73a0d89c5b0837cf6b8e6986f6cae76Reyes Rincon, Javier Hernandoff2be335dfeac7909b5420506c87836cQuilismal Prieto, Aura Caterine98b959da8e672dd9010918b3bb1f63b02024-06-27T20:48:14Z2024-06-27T20:48:14Z2024-06-26https://repositorio.unal.edu.co/handle/unal/86319Universidad Nacional de ColombiaRepositorio Institucional Universidad Nacional de Colombiahttps://repositorio.unal.edu.co/ilustraciones, diagramas, fotografíasThe lack of Colombian adult EFL learners’ interest in English reading is a significant challenge for educators. This paper aims to address this issue through the development of a pedagogical proposal. Following the methodological framework outlined by Jolly and Bolitho (2011), the design of instructions and materials progressed through stages involving identification, exploration, contextual realization, and pedagogical implementation. Throughout these stages, key principles underlying the proposal included a constructivist perspective, various reading approaches, visual narratives, and situational interest. The study engaged six Colombian adult EFL learners through a group interview and nine workshop sessions. Using The Four-Phase Model of Interest Development, the study observed the interest during the sessions and considered the pedagogical implications of situational interest. Findings from the group interview revealed that the learners do not consider themselves avid readers in English, with language barriers, particularly unknown vocabulary, creating a significant challenge. Despite this, they recognize the importance of English reading for skill improvement and achieving personal and professional goals. Hence, their needs encompass a desire to read more comfortably and confidently in English. Upon implementing the principles of situational interest in the workshops, notable transformations occurred in one learner’s approach to English reading. Emphasizing the reading process of paintings and illustrations before facing written text, and crafting stories based on these visual narratives, were essential for the proposal. As a result, learners adopted a different approach to English reading, noting an increase in their comfort and confidence, leading to a more enjoyable reading experience. However, there is no conclusive evidence for an increase in interest, which may guide future studies.La falta de interés de los adultos colombianos que aprenden inglés como lengua extranjera en la lectura en inglés representa un desafío significativo para los educadores. Este estudio tiene como objetivo abordar este problema mediante el desarrollo de una propuesta pedagógica. Siguiendo el marco metodológico propuesto por Jolly y Bolitho (2011), el diseño del material y actividades avanza a través de etapas que incluyen la identificación, exploración, comprensión contextual y aplicación pedagógica. A lo largo de estas etapas, los principios clave subyacentes en la propuesta fueron la perspectiva constructivista, varios enfoques de lectura, narrativas visuales e interés situacional. El estudio involucró a seis adultos colombianos que aprenden inglés. Ellos participaron en una entrevista grupal y nueve sesiones de taller. Se utilizó el Modelo de Desarrollo del Interés en Cuatro Fases para observar el interés durante las sesiones, luego se observó las implicaciones pedagógicas del interés situacional. Los hallazgos de la entrevista grupal revelaron que los aprendices no se consideran lectores ávidos en inglés, siendo las barreras del idioma, en particular, el vocabulario desconocido, un desafío significativo. A pesar de esto, reconocen la importancia de la lectura en inglés para mejorar sus habilidades y alcanzar metas personales y profesionales. Por lo tanto, sus necesidades principales se relacionan con el deseo de leer de manera más cómoda y segura en inglés. Al momento de implementar los principios del interés situacional en los talleres, se produjeron transformaciones notables en la visión de un estudiante, en particular, hacia la lectura en inglés. Enfatizar el proceso de lectura de pinturas e ilustraciones antes de enfrentarse al texto escrito, y crear historias basadas en estas narrativas visuales, fue significativo para el desarrollo de la propuesta. Como resultado, estos adultos adoptaron una nueva perspectiva hacia la lectura en inglés, reportando mayor comodidad y confianza, lo que condujo a una experiencia más placentera. Sin embargo, no hay evidencia concluyente de un aumento en el interés, lo que puede guiar estudios futuros. (Texto tomado de la fuente).MaestríaMagíster en EducaciónLenguajes y Literaturasxvi, 135 páginasapplication/pdfengUniversidad Nacional de ColombiaBogotá - Ciencias Humanas - Maestría en EducaciónFacultad de Ciencias HumanasBogotá, ColombiaUniversidad Nacional de Colombia - Sede Bogotá370 - Educación::374 - Educación de adultos400 - Lenguas::407 - Educación, investigación, temas relacionados420 - Inglés e inglés antiguo::428 - Uso del inglés estándarLectura en inglésInterés situacionalNarrativa visualModelo de Desarrollo del Interés en Cuatro FasesPropuesta pedagógicaThe Four-Phase Model of Interest DevelopmentEnglish readingVisual narrativesSituational interestPedagogical proposalLengua extranjeraEnseñanza de una segunda lenguaEnseñanza de idiomasMétodo de enseñanzaAprendizaje de adultosForeign languagesSecond language instructionLanguage instructionTeaching methodsAdult learningVisual narrative: Pedagogical proposal to stimulate reading in Colombian adult EFL learners using The Four-Phase Model of Interest DevelopmentNarrativa Visual: Propuesta pedagógica para estimular la lectura en estudiantes adultos colombianos de inglés como lengua Extranjera (EFL) a partir del Modelo de Desarrollo del Interés de Cuatro FasesTrabajo de grado - Maestríainfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/acceptedVersionTexthttp://purl.org/redcol/resource_type/TMColombiahttp://vocab.getty.edu/page/tgn/1000050Albers, P., & Harste, J. 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Building Academic Success on Social and Emotional Learning: What Does the Research Say? Teachers College Press.EstudiantesInvestigadoresMaestrosPersonal de apoyo escolarPúblico generalLICENSElicense.txtlicense.txttext/plain; charset=utf-85879https://repositorio.unal.edu.co/bitstream/unal/86319/1/license.txteb34b1cf90b7e1103fc9dfd26be24b4aMD51ORIGINAL1015405723.2024.pdf1015405723.2024.pdfTesis de Maestría en Educaciónapplication/pdf2407242https://repositorio.unal.edu.co/bitstream/unal/86319/2/1015405723.2024.pdf2a8744d0aa1c92aa40ad5c2419074e03MD52THUMBNAIL1015405723.2024.pdf.jpg1015405723.2024.pdf.jpgGenerated Thumbnailimage/jpeg5091https://repositorio.unal.edu.co/bitstream/unal/86319/3/1015405723.2024.pdf.jpg118598f0064d27d0c9924faf1935f065MD53unal/86319oai:repositorio.unal.edu.co:unal/863192024-06-27 23:06:42.323Repositorio Institucional Universidad Nacional de Colombiarepositorio_nal@unal.edu.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Visual narrative: Pedagogical proposal to stimulate reading in Colombian adult EFL learners using The Four-Phase Model of Interest Development

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