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Reading to learn instruction in a group of EFL sixth-graders’ development of spoken discourse for descriptive reports

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dc.contributor.advisorArroyo, Dianaspa
dc.contributor.authorDíaz Ochoa, Luisa
dc.date.accessioned2022-11-18T21:58:12Z
dc.date.available2022-11-18T21:58:12Z
dc.date.issued2022-11-16
dc.description.abstractHigh school students in Colombian classrooms have been shown to lack autonomous spoken production in English (Gutierrez, 2005; Bocanegra & Ramirez, 2018). One of the causes may be the inappropriate strategies for teaching the skill (Herazo, 2012; Fuentes, 2013). The present study addressed this issue through the innovative Genre-Based pedagogy model, reading to learn (R2L). Reading to learn is an instructional approach that uses texts as a starting point of instruction. Research in R2L (Becerra et al. 2020; Herazo et. al., 2021) has shown that this approach leads students to become autonomous creators of meaning. Emerging research on R2L for spoken communication has proven that this methodology effectively develops oral interactions in L2 classrooms. This research study examined the impact of a Reading to learn model adapted to spoken communication on learners’ production of descriptive reports in a 6th-grade EFL Colombian class. The study followed a case study-mixed method design to encompass the complexity of learners’ production development. The data were collected through two spoken tasks (pretest and posttest), observations, and interviews with the students. The quantitative and qualitative analyses of the data were integrated with a joint display. Findings suggest that R2L significantly affected the learners’ spoken production of descriptive analysis and is a valuable tool for developing students’ ability to create meaning in English.spa
dc.description.degreelevelMaestríaspa
dc.description.degreenameMagíster en Enseñanza del Inglésspa
dc.description.modalityTrabajos de Investigación y/o Extensiónspa
dc.description.tableofcontents1. Introduction 1spa
dc.description.tableofcontents2. Theoretical Framework 6spa
dc.description.tableofcontents2.1 Conceptual Framework 6spa
dc.description.tableofcontents2.1.1 Systemic Functional Linguistic 6spa
dc.description.tableofcontents2.1.2 Spoken communication 8spa
dc.description.tableofcontents2.1.3 Genre-Based Pedagogy 10spa
dc.description.tableofcontents2.1.4 Reading to Learn 13spa
dc.description.tableofcontents2.1.4.1 Reading to learn adapted to Spoken communication. Reading to learn 14spa
dc.description.tableofcontents2.1.5 Related studies 17spa
dc.description.tableofcontents3. Methodology 24spa
dc.description.tableofcontents3.1 Research Design 24spa
dc.description.tableofcontents3.1.1 The Case study and the Mixed method design 26spa
dc.description.tableofcontents3.2 Context and Participants 27spa
dc.description.tableofcontents3.3 The Reading to Learn program 28spa
dc.description.tableofcontents3.4 Data Collection 31spa
dc.description.tableofcontents3.4.1 Quantitative Data Collection 32spa
dc.description.tableofcontents3.4.1.1 Language measures. Learners’ ability to produce descriptive reports in 32spa
dc.description.tableofcontents3.5 Procedure 35spa
dc.description.tableofcontents3.6 Data analysis 36spa
dc.description.tableofcontents3.6.1 Quantitative data analysis 36spa
dc.description.tableofcontents3.6.2 Qualitative data analysis 38spa
dc.description.tableofcontents3.7 Data comparison 39spa
dc.description.tableofcontents3.8 Joint Display 39spa
dc.description.tableofcontents3.9 Ethics considerations 40spa
dc.description.tableofcontents3.10 Reliability 40spa
dc.description.tableofcontents4. Findings 41spa
dc.description.tableofcontents4.1 Differences in students’ production of spoken descriptive reports before and after the R2L intervention 42spa
dc.description.tableofcontents4.2 Learners’ ability to produce units of meanings 44spa
dc.description.tableofcontents4.3Meta- inferences regarding changes in students’ spoken production of descriptive reports 51spa
dc.description.tableofcontents5. Discussions 58spa
dc.description.tableofcontents6. Conclusions 62spa
dc.description.tableofcontents7. References 65spa
dc.description.tableofcontentsAppendixes 74spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/6832
dc.language.isospaspa
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.placeMontería, Córdoba, Colombiaspa
dc.publisher.programMaestría en Enseñanza del Inglésspa
dc.rightsCopyright Universidad de Córdoba, 2022spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.subject.keywordsGenre-based pedagogyeng
dc.subject.keywordsReading to learneng
dc.subject.keywordsSpoken communicationeng
dc.titleReading to learn instruction in a group of EFL sixth-graders’ development of spoken discourse for descriptive reportsspa
dc.typeTrabajo de grado - Maestríaspa
dc.type.coarhttp://purl.org/coar/resource_type/c_bdccspa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/masterThesisspa
dc.type.redcolhttps://purl.org/redcol/resource_type/TMspa
dc.type.versioninfo:eu-repo/semantics/submittedVersionspa
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