Publicación:
Improving reading comprehension using genre-based pedagogy while reading manga

Vista sencilla de ítem
dc.contributor.advisorDiaz Martínez, Luis Alfredospa
dc.contributor.authorOviedo Salgado, Jean Paul
dc.date.accessioned2022-11-16T20:54:31Z
dc.date.available2022-11-16T20:54:31Z
dc.date.issued2022-11-15
dc.description.abstractThis research maps the use of Genre-Based Pedagogy (GBP) and manga to picture possible changes and improvement in students reading comprehension abilities. An initial reflection within the action research design led to the understand students’ needs and school educational system towards reading as an important skill. Analysis of the problem showed that the study of new emerging and popular trends, such as genre- based pedagogy, can be assertive tools in the learning of a L2. It was also found there are gaps in studies related to manga that could illustrate its use in education and EFL/ESL context. Because of its nature, this investigation is qualitative using action research design. An action plan using GBP, manga and multiple genres was carried out to improve reading comprehension levels. Results showed that there were multiple changes perceived by all actors of the study and that were substantiated by a series of instruments that revealed important data; improvement of students’ reading comprehension levels, changes of class mechanics when reading.spa
dc.description.degreelevelMaestríaspa
dc.description.degreenameMagíster en Enseñanza del Inglésspa
dc.description.modalityTrabajos de Investigación y/o Extensiónspa
dc.description.tableofcontents1. Introduction .............................................. 8spa
dc.description.tableofcontents2. Theoretical Framework ................................ 17spa
dc.description.tableofcontents3. Methods ............................................................. 53spa
dc.description.tableofcontents4 Findings ................................................................ 82spa
dc.description.tableofcontents5 Discussion ........................................................ 113spa
dc.description.tableofcontents6. Conclusions .......................................................................... 118spa
dc.description.tableofcontents7. References ................................................................ 122spa
dc.description.tableofcontents8. Appendixes ............................................................... 127spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/6798
dc.language.isoengspa
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 pedagogyspa
dc.subject.keywordsMangaspa
dc.subject.keywordsAlternative reading genres.spa
dc.subject.keywordsReading comprehension levelsspa
dc.subject.proposalPedagogía de génerospa
dc.subject.proposalMangaspa
dc.subject.proposalNiveles de comprensión lectoraspa
dc.subject.proposalTextos de lectura alternativosspa
dc.titleImproving reading comprehension using genre-based pedagogy while reading mangaspa
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
dcterms.referencesAdams, J. (1999). Of mice and manga: Comics and graphic novels in art education. Journal of Art & Design Education, 18(1), 69–75.spa
dcterms.referencesAdelman, C. (1993). Kurt Lewin and the origins of action research. Educational Action Research, 1(1), 7–24.spa
dcterms.referencesAlfassi, M. (2004). Reading to learn: Effects of combined strategy instruction on high school students. The Journal of Educational Research, 97(4), 171–185.spa
dcterms.referencesAlmekhlafi, A. (2011). Difficulties in Teaching and Learning Grammar in an EFL Context. Journal of International Instruction, 4, 69–92.spa
dcterms.referencesAlvarino Ochoa, Y. del C., & Fontalvo Pérez, L. M. (2017). Genre based approach pedagogy to improve reading comprehension in 8th grade students at Institución Educativa Luis R. Caparroso in Soledad-Atlántico. Universidad del Norte.spa
dcterms.referencesAlyousef, H. S. (2006). Teaching reading comprehension to ESL/EFL learners. Journal of Language and Learning, 5(1), 63–73.spa
dcterms.referencesArmour, W. S. (2011). Learning Japanese by reading “manga”: The rise of “soft power pedagogy.” RELC Journal, 42(2), 125–140. https://doi.org/10.1177/0033688211405181spa
dcterms.referencesBarriball, K. L., & While, A. (1994). Collecting data using a semi-structured interview: a discussion paper. Journal of Advanced Nursing-Institutional Subscription, 19(2), 328–335.spa
dcterms.referencesBasaraba, D., Yovanoff, P., Alonzo, J., & Tindal, G. (2013). Examining the structure of reading comprehension: do literal, inferential, and evaluative comprehension truly exist? Reading and Writing, 26(3), 349–379. https://doi.org/10.1007/s11145-012-9372- 9spa
dcterms.referencesBecerra, T., Herazo, J., García, P., Sagre, A., & Díaz, L. (2020). Using Reading to Learn for EFL students’ reading of explanations. ELT Journal, 74(3), 237–246.spa
dcterms.referencesBenítez, L., & Hernández, T. (2017). Teaching Reading Comprehension Strategies Through a. May, 1–167.spa
dcterms.referencesBurger, A. (2017). Teaching graphic novels in the English classroom: Pedagogical possibilities of multimodal literacy engagement. Springer.spa
dcterms.referencesCain, K., & Towse, A. S. (2008). To get hold of the wrong end of the stick: Reasons for poor idiom understanding in children with reading comprehension difficulties. Journal of Speech, Language, and Hearing Research.spa
dcterms.referencesCallaghan, M., & Rothery, J. (1988). Teaching factual writing: a genre-based approach: the report of the DSP Literacy Project, Metropolitan East Region. Metropolitan East Disadvantaged Schools Program.spa
dcterms.referencesChapelle, C. A., & Duff, P. A. (2003). Some guidelines for conducting quantitative and qualitative research in TESOL. TESOL Quarterly, 37(1), 157–178.spa
dcterms.referencesCreswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.spa
dcterms.referencesCurdt-Christiansen, X. L. (2019). Observations and field notes: Recording lived experiences. In The Routledge handbook of research methods in applied linguistics (pp. 336–347). Routledge.spa
dcterms.referencesde Quay, D. A. (2016). Manga in Education: A Proposal and Practical Guide.spa
dcterms.referencesDurkin, K. (1993). The representasion of number in infancy and early childhood. In Systems of representation in children: Development and use (pp. 133–186). John Wiley & Sons.spa
dcterms.referencesFarrah, M. (2012). Reflective journal writing as an effective technique in the writing process.spa
dcterms.referencesFenwick, L., & Herrington, M. (2021). Teacher use of genre pedagogy: engaging students in dialogue about content area language during text deconstruction. Language and Education, 1–16. https://doi.org/10.1080/09500782.2021.1912082spa
dcterms.referencesGoldfus, C. (2012). The Challenges Facing the Foreign Language Teacher Educator: A Proposed Teacher Education Model for EFL. Journal of NELTA, 16. https://doi.org/10.3126/nelta.v16i1-2.6125spa
dcterms.referencesGorlewski, J., & Schmidt, J. (2011). Research for the classroom: Graphic novels in the classroom: Curriculum design, implementation, and reflection. The English Journal, 100(5), 104–107.spa
dcterms.referencesGriffith, P. E. (2010). Graphic novels in the secondary classroom and school libraries. Journal of Adolescent & Adult Literacy, 54(3), 181–189.spa
dcterms.referencesGRONDONA, S. M., & ESPINOSA, B. B. (2014). Ambientes de aprendizaje para el desarrollo del bilingüismo: ¿una Utopía en el departamento de Sucre? Revista Colombiana de Ciencia Animal - RECIA, 6(1 SE-Estudio de caso). https://doi.org/10.24188/recia.v6.n1.2014.269spa
dcterms.referencesHalecker, B. (2015). Action case study - A research strategy based on abduction for relevant and rigorous management research. International Journal of Business Research, 15, 23–32. https://doi.org/10.18374/IJBR-15-4.3spa
dcterms.referencesHalliday, M. A. K., & Matthiessen, C. M. I. M. (2013). Halliday’s introduction to functional grammar. Routledge.spa
dcterms.referencesHuang, C.-W., & Archer, A. (2012). Uncovering the multimodal literacy practices in reading manga and the implications for pedagogy. New Media Literacies and Participatory Popular Culture across Borders, 44–60.spa
dcterms.referencesHyon, S. (1996). Genre in three traditions: Implications for ESL. TESOL Quarterly, 30(4), 693–722.spa
dcterms.referencesICFES. (2019). Guía de orientación Saber 11. o (pp. 1–60). MEN.spa
dcterms.referencesICFES. (2020). EDUCACIÓN SUPERIOR Reporte de resultados del programa académicos por aplicación Guía de interpretación y uso de. ICFES.spa
dcterms.referencesIqbal, M., Noor, M., Muhabat, F., & Kazemian, B. (2015). Factors Responsible for Poor English Reading Comprehension at Secondary Level. Communication & Linguistics Studies, 1, 1–6. https://doi.org/10.11648/j.cls.20150101.11spa
dcterms.referencesKartika-Ningsih, H., & Rose, D. (2021). Intermodality and multilingual re-instantiation: Joint Construction in bilingual genre pedagogy. Íkala, 26(1), 185–205.spa
dcterms.referencesKim, Y. H., & Goetz, E. T. (1995). Children’s use of orthographic and contextual information in word recognition and comprehension. In The varieties of orthographic knowledge (pp. 205–249). Springer.spa
dcterms.referencesKumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. Yale University Press.spa
dcterms.referencesKumasaki, M., Shoji, T., Wu, T.-C., Soontarapa, K., Arai, M., Mizutani, T., Okada, K., Shimizu, Y., & Sugano, Y. (2018). Presenting safety topics using a graphic novel, manga, to effectively teach chemical safety to students in Japan, Taiwan, and Thailand. Journal of Chemical Education, 95(4), 584–592.spa
dcterms.referencesLamanno, A. A., & Schaefer, B. (2007). Exploring the Use of Graphic Novels in the Classroom: Does Exposure to Non-Traditional Texts Increase the Reading Comprehension Skills and Motivation of Low-Functioning Adolescent Readers? August, 1–171.spa
dcterms.referencesLlorence, J. J. (2011). Exploring Graphic Literature as a Genre and its Place in Academic Curricula. McNair Scholars Journal, 15(1), 6.spa
dcterms.referencesLonghurst, R. (2003). Semi-structured interviews and focus groups. Key Methods in Geography, 3(2), 143–156.spa
dcterms.referencesMartin, J. R., & Rose, D. (2003). Working with discourse: Meaning beyond the clause. Bloomsbury Publishing.spa
dcterms.referencesMartin, J. R., & Rose, D. (2007). Interacting with text: the role of dialogue in learning to read and write. Foreign Languages in China, 4, 66–80.spa
dcterms.referencesMartin, J. R., & Rose, D. (2008). Procedures and Procedural Recounts. Genre Relations: Mapping Culture. London: equinox.spa
dcterms.referencesMartin, J., & Rose, D. (2008). Genre relations: Mapping culture.spa
dcterms.referencesMEN. (2006). No Title. Estándares Básicos de Competencias En Lenguas Extranjeras: Inglés. https://www.mineducacion.gov.co/1759/articles-115174_archivo_pdf.pdfspa
dcterms.referencesMEN. (2015). Programa Nacional de Inglés (pp. 1–24). MEN.spa
dcterms.referencesMiguel, M. M. (2000). La investigación-acción en el aula. Universidad Simón.spa
dcterms.referencesMenco-Haeckermann, V. (2021). From Curriculum Demands to Genre Pedagogy: Bilingual Adaptation of Reading to Learn for an L2 Lesson Planning. Signo, 46(86), 147–163.spa
dcterms.referencesMinaabad, M. S., & Khoshkholgh, F. F. (2012). Investigating the Effect of Genre-Based Pedagogy on English for Specific Purpose Learners’ Reading Comprehension. World Applied Sciences Journal, 18(2), 251–260.spa
dcterms.referencesMorris, J. (2016). A genre-based approach to digital reading. Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, 16(1), 125–136.spa
dcterms.referencesNagata, R. (1999). Learning biochemistry through manga—helping students learn and remember, and making lectures more exciting. Biochemical Education, 27(4), 200–203.spa
dcterms.referencesNegretti, R., & Kuteeva, M. (2011). Fostering metacognitive genre awareness in L2 academic reading and writing: A case study of pre-service English teachers. Journal of Second Language Writing, 20(2), 95–110.spa
dcterms.referencesNewton, P., & Burgess, D. (2016). Exploring types of educational action research: Implications for research validity. In The Best Available Evidence (pp. 33–46). Brill Sense.spa
dcterms.referencesNooriafshar, M. (2013). Challenges and benefits of learning a new language for the business professional visiting another country.spa
dcterms.referencesO’English, L., Matthews, J. G., & Lindsay, E. B. (2006). Graphic novels in academic libraries: From Maus to Manga and beyond. Journal of Academic Librarianship, 32(2), 173–182. https://doi.org/10.1016/j.acalib.2005.12.002spa
dcterms.referencesRodríguez Sánchez, A. (2017). Reading comprehension course through a genre-oriented approach at a school in Colombia. How, 24(2), 35–62.spa
dcterms.referencesRose, D. (2018). Languages of schooling: embedding literacy learning with genre-based pedagogy. European Journal of Applied Linguistics, 6(1), 59–89.spa
dcterms.referencesRose, D., & Acevedo, C. (2017). Learning to write, reading to learn: background and development of genre-based literacy improvement projects in Australia. Lenguaje y Textos, 46, 7–18.spa
dcterms.referencesRose, D., & Martin, J. R. (2012). Learning to write, reading to learn: Genre, knowledge and pedagogy in the Sydney School. Equinox London.spa
dcterms.referencesRoyet Mozo, K. (2020). The influence of genre pedagogy on students’ reading comprehension of short stories.spa
dcterms.referencesRuiz, C., & Eligio, L. (2018). Factores que determinan la falta de motivación hacia la lectura en estudiantes del grado tercero de la Institución Educativa (IE) central del municipio de Saldaña Tolima.spa
dcterms.referencesSaadatnia, M., Ketabi, S., & Tavakoli, M. (2017). Levels of Reading Comprehension Across Text Types: A Comparison of Literal and Inferential Comprehension of Expository and Narrative Texts in Iranian EFL Learners. Journal of Psycholinguistic Research, 46(5), 1087–1099. https://doi.org/10.1007/s10936-017-9481-3spa
dcterms.referencesSadeghi, B., Hassani, M. T., & Hemmati, M. R. (2013). The Effects of Genre-based Instruction on ESP Learners’ Reading Comprehension. Theory & Practice in Language Studies, 3(6).spa
dcterms.referencesSagre, A., & Herazo, J. D. (2015). Generic, Discourse, and Lexicogrammatical Characteristics of a Listening Exercise in an EFL Classroom. Íkala, Revista de Lenguaje y Cultura, 20(1), 113–127.spa
dcterms.referencesSalma, U. (2015). Problems and practical needs of writing skill in EFL context: An analysis of Iranian students of Aligarh Muslim University. IOSR Journal of Humanities and Social Sciences, 20(11), 74–76.spa
dcterms.referencesSchall‐Leckrone, L. (2017). Genre pedagogy: A framework to prepare history teachers to teach language. Tesol Quarterly, 51(2), 358–382.spa
dcterms.referencesSchwartz, A., & Rubinstein‐Ávila, E. (2006). Understanding the manga hype: Uncovering the multimodality of comic‐book literacies. Journal of Adolescent & Adult Literacy, 50(1), 40–49.spa
dcterms.referencesSilvera Medina, M. C., & Villegas Gómez, K. J. (2018). Improving basic reading skills in transition grade students through Genre Based Pedagogy. Universidad del Norte.spa
dcterms.referencesSpies, A. (2003). Studying shôjo manga: Global education, narratives of self and the pathologization of the feminine. University of British Columbia.spa
dcterms.referencesTompkins, G. E. (1998). Language arts: Content and teaching strategies. ERIC.spa
dcterms.referencesTong, X., Deacon, S. H., Kirby, J. R., Cain, K., & Parrila, R. (2011). Morphological awareness: A key to understanding poor reading comprehension in English. Journal of Educational Psychology, 103(3), 523.spa
dcterms.referencesUDEA. (2018). No Title. http://www.udea.edu.co/wps/portal/udea/web/inicio/investigacion/grupos- investigacion/ciencias-sociales/giae/normas-reformas/contenido/asmenulateral/politicas- bilinguismo- colombia/!ut/p/z1/1ZRNk5owGMe_ih48MnkgBPHIKrquAmJxq1x2AgRMBxIW0Gn7 6Ru3nZ3R7q7dGS_NJW_spa
dcterms.referencesWilliams, R. M. C. (2008). Image, Text, and Story: Comics and Graphic Novels in the Classroom. Art Education, 61(6), 13–19. https://doi.org/10.1080/00043125.2008.11652072spa
dcterms.referencesWilliams, R. M.-C. (2008). Image, text, and story: Comics and graphic novels in the classroom. Art Education, 61(6), 13–19.spa
dcterms.referencesYepes Robles, J. E. (2016). The influence of Genre Based Pedagogy on students’ Reading Comprehension of explanation texts in a CBI Science Class. Universidad del Norte.spa
dspace.entity.typePublication
oaire.accessrightshttp://purl.org/coar/access_right/c_abf2spa
oaire.versionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
Archivos
Bloque original
Mostrando 1 - 2 de 2
Miniatura
Nombre:
Oviedosalgadojean.pdf
Tamaño:
2.47 MB
Formato:
Adobe Portable Document Format
Descripción:
Descargar
No hay miniatura disponible
Nombre:
Formato de autorizacion.pdf
Tamaño:
2.39 MB
Formato:
Adobe Portable Document Format
Descripción:
Descargar
Bloque de licencias
Mostrando 1 - 1 de 1
No hay miniatura disponible
Nombre:
license.txt
Tamaño:
14.48 KB
Formato:
Item-specific license agreed upon to submission
Descripción:
Descargar
Colecciones
E.N.A. Tesis