Arroyo, DianaDíaz Ochoa, Luisa2022-11-182022-11-182022-11-16https://repositorio.unicordoba.edu.co/handle/ucordoba/6832High 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.1. Introduction 12. Theoretical Framework 62.1 Conceptual Framework 62.1.1 Systemic Functional Linguistic 62.1.2 Spoken communication 82.1.3 Genre-Based Pedagogy 102.1.4 Reading to Learn 132.1.4.1 Reading to learn adapted to Spoken communication. Reading to learn 142.1.5 Related studies 173. Methodology 243.1 Research Design 243.1.1 The Case study and the Mixed method design 263.2 Context and Participants 273.3 The Reading to Learn program 283.4 Data Collection 313.4.1 Quantitative Data Collection 323.4.1.1 Language measures. Learners’ ability to produce descriptive reports in 323.5 Procedure 353.6 Data analysis 363.6.1 Quantitative data analysis 363.6.2 Qualitative data analysis 383.7 Data comparison 393.8 Joint Display 393.9 Ethics considerations 403.10 Reliability 404. Findings 414.1 Differences in students’ production of spoken descriptive reports before and after the R2L intervention 424.2 Learners’ ability to produce units of meanings 444.3Meta- inferences regarding changes in students’ spoken production of descriptive reports 515. Discussions 586. Conclusions 627. References 65Appendixes 74application/pdfspaCopyright Universidad de Córdoba, 2022Trabajo de grado - Maestríainfo:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)Genre-based pedagogyReading to learnSpoken communication