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Designing a blended efl unit with directed activities related to texts (darts) to foster 10th graders’ reading comprehension.

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dc.contributor.advisorHerazo Rivera, José Davidspa
dc.contributor.authorEspitia Altamiranda, Omis Johanaspa
dc.contributor.authorMejía Germán, Luz Karinaspa
dc.coverage.spatialMontería, Córdobaspa
dc.date.accessioned2020-06-02T22:59:13Zspa
dc.date.available2020-06-02T22:59:13Zspa
dc.date.issued2020-06-02spa
dc.description.abstractReading comprehension is a receptive skill that encompasses other linguistic features such as vocabulary and grammar in which the reader understands texts by decoding and visualizing meaning. Despite the complete curriculum of the public school Liceo La Pradera regarding reading in English lessons, students of a tenth-grade course remain in traditional activities that privilege students’ learning of grammatical knowledge, usually failing to arouse them to learn to read. Hence, students’ competence in reading is limited to understanding isolated words and related grammar structures. Considering this fact, this study sought to determine the characteristics of designing a blended EFL reading unit with DARTs and News in level articles for a group of 37 tenth-graders. Data was collected through an interview, a reading diagnostic task, a questionnaire, observations, and official documents. Findings of this study described the final planning of a reading unit based on the needs analysis as well as its process of creation. This study suggests that the effect of the application of such unit might vary according to the context is implemented.eng
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglésspa
dc.description.resumenLa comprensión lectora es una habilidad receptiva que abarca otros componentes lingüísticos como vocabulario y gramática en el que el lector interpreta y visualiza el sentido del texto. El currículo de la institución educativa Liceo La Pradera describe en detalle el desarrollo de la lectura en las clases de inglés. Sin embargo, estudiantes de un curso de grado décimo se mantienen en actividades tradicionales que privilegian su conocimiento gramatical y no permiten la inducción de una efectiva comprensión lectora. En consecuencia, la competencia lectora de los estudiantes se limita a comprender vocabulario aislado y relacionar estructuras gramaticales. Por consiguiente, el objetivo de este estudio fue describir el diseño de las características de una unidad de aprendizaje combinado enfocada en lectura de la lengua extranjera. La unidad toma en cuenta Actividades directas hacia la lectura (DARTs) y artículos noticieros de la página web News in Level para el grupo de 37 estudiantes. La recolección de información se hizo a través de una entrevista, un diagnóstico de comprensión lectora, un cuestionario, observaciones y documentos oficiales. Los resultados suministrados por el análisis de las necesidades de los estudiantes determinaron cada aspecto de la unidad y su proceso de diseño. Así mismo, éste estudio sugiere que el efecto de la aplicación de dicha unidad puede variar de acuerdo al contexto en el que será implementado.spa
dc.description.tableofcontentsAcknowledgments……………………………………………………………………… Ispa
dc.description.tableofcontentsAbstract …………………………………………………………………………………. IIspa
dc.description.tableofcontentsResumen…………………………………………………………………………………. IIIspa
dc.description.tableofcontents1.Introduction……………………………………………………………………………….1spa
dc.description.tableofcontents2. Theoretical Framework…………………………………………………………………. 3spa
dc.description.tableofcontents2.1 Conceptual framework………………………………………………………………….3spa
dc.description.tableofcontents2.1.1 Reading comprehension………………………………………………………………3spa
dc.description.tableofcontents2.1.1.1 Online reading………………………………………………………………………5spa
dc.description.tableofcontents2.1.1.2 News reports……………………………………………………………………......6spa
dc.description.tableofcontents2.1.2 Blended Learning..........................................................................................................7spa
dc.description.tableofcontents2.1.3 Directed Activities Related to Texts (DARTs).............................................................9spa
dc.description.tableofcontents2.1.4 News in Level..............................................................................................................10spa
dc.description.tableofcontents2.2 Literature review.............................................................................................................11spa
dc.description.tableofcontents3. Methodology.....................................................................................................................15spa
dc.description.tableofcontents3.1 Type of study..................................................................................................................15spa
dc.description.tableofcontents3.2 Context and participants.................................................................................................16spa
dc.description.tableofcontents3.3. Data collection techniques.............................................................................................17spa
dc.description.tableofcontents3.4 Data analysis...................................................................................................................19spa
dc.description.tableofcontents3.4.1 Needs analysis..............................................................................................................20spa
dc.description.tableofcontents4. Findings.............................................................................................................................22spa
dc.description.tableofcontents4.1 Objectives of the unit......................................................................................................22spa
dc.description.tableofcontents4.2 Performance indicators...................................................................................................25spa
dc.description.tableofcontents4.3 Content............................................................................................................................28spa
dc.description.tableofcontents4.4 Language skill.................................................................................................................30spa
dc.description.tableofcontents4.5Methodology....................................................................................................................33spa
dc.description.tableofcontents4.5.1 Activities......................................................................................................................36spa
dc.description.tableofcontents4.6 Teaching materials..........................................................................................................39spa
dc.description.tableofcontents4.7 Assessment......................................................................................................................41spa
dc.description.tableofcontents5. Discussion.........................................................................................................................44spa
dc.description.tableofcontents6. Conclusion.........................................................................................................................47spa
dc.description.tableofcontentsREFERENCES......................................................................................................................49spa
dc.description.tableofcontentsAppendix 1............................................................................................................................55spa
dc.description.tableofcontentsAppendix 2............................................................................................................................56spa
dc.description.tableofcontentsAppendix 3............................................................................................................................57spa
dc.description.tableofcontentsAppendix 4............................................................................................................................59spa
dc.description.tableofcontentsAppendix 5............................................................................................................................62spa
dc.description.tableofcontentsAppendix 6............................................................................................................................65spa
dc.description.tableofcontentsAppendix 7............................................................................................................................67spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/2745spa
dc.language.isoengspa
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglésspa
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dc.rightsCopyright Universidad de Córdoba, 2020spa
dc.rights.accessrightsinfo:eu-repo/semantics/restrictedAccessspa
dc.rights.creativecommonsAtribución-NoComercial 4.0 Internacional (CC BY-NC 4.0)spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/spa
dc.subject.keywordsReading comprehensioneng
dc.subject.keywordsBlended iearningeng
dc.subject.keywordsDARTseng
dc.subject.keywordsNews in leveleng
dc.subject.proposalComprensión lectoraspa
dc.subject.proposalAprendizaje combinadospa
dc.subject.proposalDARTsspa
dc.subject.proposalNews in levelspa
dc.titleDesigning a blended efl unit with directed activities related to texts (darts) to foster 10th graders’ reading comprehension.spa
dc.typeTrabajo de grado - Pregradospa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1fspa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/bachelorThesisspa
dc.type.redcolhttps://purl.org/redcol/resource_type/TPspa
dc.type.versioninfo:eu-repo/semantics/publishedVersionspa
dspace.entity.typePublication
oaire.accessrightshttp://purl.org/coar/access_right/c_16ecspa
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85spa
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