Logotipo del repositorio
Logotipo del repositorio
 

Improving Reading Comprehension Through Sustainability-Themed Short Texts: A Study in an A1 Online EFL Course

Vista sencilla de ítem
datacite.rightshttp://purl.org/coar/access_right/c_f1cf
dc.contributor.advisorVillalba Villadiego, Anuar
dc.contributor.authorBeleño Acosta, Kevin Andrés
dc.date.accessioned2026-04-27T15:21:20Z
dc.date.available2026-04-27T15:21:20Z
dc.date.issued2026
dc.description.abstractThis study analyzes the impact of sustainability-themed short texts on the reading comprehension of A1-level English as a Foreign Language (EFL) learners in an online learning context. The research is grounded in the understanding of reading comprehension as a multidimensional process influenced by linguistic, cognitive, and affective factors that represent a challenge for beginner learners. The study followed a qualitative approach within an interpretivist paradigm and employed a case study design. The sample consisted of four purposively selected students from a group of 32 participants. Data was collected through semi-structured interviews, a pre-test, and a post-test, allowing for data triangulation. Findings revealed that, during the diagnostic stage, students experienced difficulties in vocabulary recognition, identification of main ideas, and interpretation of implicit information, reflecting a predominantly decoding-based approach to reading. Additionally, three interrelated factors were identified: limited vocabulary, lack of reading strategies, and low levels of engagement. The implementation of a pedagogical intervention based on sustainability-themed short texts led to improvements in general comprehension, the emergence of basic reading strategies, and increased engagement. However, difficulties in inferential comprehension persisted, suggesting the need for longer instructional processes. In conclusion, the integration of accessible texts, explicit strategy instruction, and meaningful content constitutes an effective approach to support the initial development of reading comprehension in beginner EFL learners, particularly in online learning environments.eng
dc.description.abstractEl presente estudio analiza el impacto del uso de textos cortos con temática de sostenibilidad en la comprensión lectora de estudiantes de inglés como lengua extranjera (EFL) en nivel A1, en un contexto de aprendizaje en línea. La investigación se fundamenta en la comprensión lectora como un proceso multidimensional influenciado por factores lingüísticos, cognitivos y afectivos, que representan un desafío para aprendices principiantes. El estudio se desarrolló bajo un enfoque cualitativo, enmarcado en el paradigma interpretativo, y empleó el método de investigación-acción. La muestra estuvo conformada por cuatro estudiantes seleccionados intencionalmente de un grupo de 32 participantes. Para la recolección de datos se utilizaron entrevistas semiestructuradas, un pretest y un postest, permitiendo la triangulación de la información. Los resultados evidenciaron que, en la etapa diagnóstica, los estudiantes presentaban dificultades en el reconocimiento de vocabulario, la identificación de ideas principales y la interpretación de información implícita, lo que reflejaba un enfoque de lectura centrado en la decodificación. Asimismo, se identificaron tres factores interrelacionados: limitaciones léxicas, ausencia de estrategias de lectura y bajos niveles de motivación. La implementación de una propuesta pedagógica basada en textos cortos con contenido significativo permitió observar mejoras en la comprensión general, el surgimiento de estrategias básicas y un incremento en la participación. Sin embargo, las dificultades en la comprensión inferencial persistieron, lo que sugiere la necesidad de procesos de enseñanza más prolongados. En conclusión, la integración de textos accesibles, instrucción estratégica y contenido relevante constituye una estrategia efectiva para favorecer el desarrollo inicial de la comprensión lectora en estudiantes EFL de nivel básico, especialmente en entornos virtuales.spa
dc.format.mimetypepdf
dc.identifier.urihttps://hdl.handle.net/20.500.12442/17592
dc.language.isoeng
dc.publisherEdiciones Universidad Simón Bolívarspa
dc.publisherFacultad de Ciencias Jurídicas y Socialesspa
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internationaleng
dc.rights.accessrightsinfo:eu-repo/semantics/embargoedAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectComprensión lectoraspa
dc.subjectEFLspa
dc.subjectTextos cortosspa
dc.subjectSostenibilidadspa
dc.subjectEstrategias de lecturaspa
dc.subjectAprendizaje en líneaspa
dc.subject.keywordsReading comprehensioneng
dc.subject.keywordsShort textseng
dc.subject.keywordsSustainabilityeng
dc.subject.keywordsReading strategieseng
dc.subject.keywordsOnline learningeng
dc.titleImproving Reading Comprehension Through Sustainability-Themed Short Texts: A Study in an A1 Online EFL Courseeng
dc.title.translatedMejora de la comprensión lectora mediante textos cortos con temática de sostenibilidad: un estudio en un curso de inglés como lengua extranjera (EFL) en línea de nivel A1spa
dc.type.driverinfo:eu-repo/semantics/masterThesis
dc.type.spaTrabajo de grado máster
dcterms.referencesAhmad, N. Y. (2025). Teaching reading in English as a Foreign Language: A systematic literature review of recent approaches (2020–2025). International Journal of Educational Policy and Innovation.eng
dcterms.referencesAli, N., et al. (2022). Factors affecting reading comprehension in EFL contexts: A systematic review. International Journal of Educational Research Open, 3, 100143.eng
dcterms.referencesAnderson, N. J. (2020). Developing engaged second language readers. Routledge.eng
dcterms.referencesBraun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. SAGE.eng
dcterms.referencesBurns, A. (2010). Doing action research in English language teaching: A guide for practitioners. Routledge.eng
dcterms.referencesCamargo, J., & Orbegozo Navarro, J. C. (2020). Exploring EFL students’ reading comprehension process through their life experiences and the sight word strategy. HOW Journal, 27(2), 153–170.eng
dcterms.referencesCarrell, P. L., & Eisterhold, J. C. (1983). Schema theory and ESL reading pedagogy. TESOL Quarterly, 17(4), 553–573.eng
dcterms.referencesCastro-Zapata, A., et al. (2024). Reading comprehension in digital environments: Challenges and opportunities for EFL learners. Research, Society and Development, 13(2), eXXXXX.eng
dcterms.referencesChica Ramírez, A. L., Rodríguez Varela, Y. P., Álvarez Guayara, H. A., & Aguilar-Cruz, P. J. (2023). Fostering EFL reading comprehension through the implementation of critical thinking questionnaires in a virtual learning environment. Revista Científica del Amazonas, 6(11), 45–60.eng
dcterms.referencesClavijo Olarte, A. (2016). Digital literacy and language learning in EFL classrooms. Profile: Issues in Teachers’ Professional Development, 18(1), 85–100.eng
dcterms.referencesCollante-Caiafa, C., Quiroz-Lara, D., Caro-Oviedo, K. y Villalba-Villadiego, A. (2020). Factors generating reluctance in the oral participation in an English class. Educación y Humanismo, 22(39), 1-24. DOI: https://doi.org/10.17081/eduhum.22.39.4302eng
dcterms.referencesConeo Saavedra, E., Salazar, E. A., & Feria Díaz, J. J. (2022). Reading comprehension skills in elementary school students from Sucre, Colombia. New Vistas in Education and Organization (NVEO) Journal, 8(4), 110–125.eng
dcterms.referencesCouncil of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge University Press.eng
dcterms.referencesCreswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE.eng
dcterms.referencesCreswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE.eng
dcterms.referencesDay, R. R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge University Press.eng
dcterms.referencesDenzin, N. K., & Lincoln, Y. S. (2018). The SAGE handbook of qualitative research (5th ed.). SAGE.eng
dcterms.referencesEnciso, P., & Krone, T. (2023). Contextualized reading practices and meaning construction in language learning. Journal of Literacy Research, 55(3), 345–362.eng
dcterms.referencesFredricks, J. A., Reschly, A. L., & Christenson, S. L. (2021). Handbook of student engagement interventions. Academic Press.eng
dcterms.referencesGrabe, W. (2009). Reading in a second language: Moving from theory to practice. Cambridge University Press.eng
dcterms.referencesGrabe, W., & Stoller, F. L. (2020). Teaching and researching reading (3rd ed.). Routledge.eng
dcterms.referencesIrawan, L. A., & Ahmad, R. (2024). Reading comprehension and test-taking strategies of different achievement levels. Journal of Foreign Language Teaching and Learning, 9(2), 180–200.eng
dcterms.referencesKemmis, S., McTaggart, R., & Nixon, R. (2014). The action research planner: Doing critical participatory action research. Springer.eng
dcterms.referencesKintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge University Press.eng
dcterms.referencesLasekan, O. A., et al. (2023). Integrating sustainable development goals into EFL textbooks: Implications for language learning and global awareness. Sustainability, 15(16), 12640.eng
dcterms.referencesMerriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.eng
dcterms.referencesNation, I. S. P. (2008). Teaching vocabulary: Strategies and techniques. Heinle Cengage Learning.eng
dcterms.referencesNation, I. S. P. (2017). Learning vocabulary in another language (2nd ed.). Cambridge University Press.eng
dcterms.referencesNielsen, R. (2024). Cognitive engagement and reading comprehension: Exploring interactive reading processes. Reading Psychology, 45(1), 1–25.eng
dcterms.referencesNuttall, C. (2005). Teaching reading skills in a foreign language (3rd ed.). Macmillan.eng
dcterms.referencesOktavianti, I. N., Budiwati, T. R., Prayudha, P., & Hidayah, I. N. (2026). Students’ attitudes, challenges, and needs in English reading comprehension. Discover Education, 5, 34.eng
dcterms.referencesPellicer-Sánchez, A., & Schmitt, N. (2015). Incidental vocabulary acquisition from extensive reading: A review. Reading in a Foreign Language, 27(1), 1–26.eng
dcterms.referencesPorto, M. (2019). Environmental education and language learning: Integrating sustainability into EFL teaching. ELT Journal, 73(3), 317–326.eng
dcterms.referencesQuintero, L., & Ramírez, M. (2019). Instructional strategies to improve reading comprehension in EFL learners. Profile: Issues in Teachers’ Professional Development, 21(2), 109–124. https://doi.org/10.15446/profile.v21n2.74863eng
dcterms.referencesRamadhianti, A., & Somba, S. (2023). Reading comprehension difficulties in Indonesian EFL students. Journal of English Language Teaching and Literature, 6(1).eng
dcterms.referencesRepública de Colombia. (1991). Constitución Política de Colombia.spa
dcterms.referencesRepública de Colombia. (1994). Decreto 1743 de 1994.spa
dcterms.referencesRepública de Colombia. (1994). Ley 115 de 1994: Ley General de Educación.spa
dcterms.referencesRepública de Colombia. (2012). Ley 1549 de 2012.spa
dcterms.referencesRojas Suancha, N. C. (2020). Strategy training to English language learners: Consolidating reading strategies. Revista Electrónica TicALS.eng
dcterms.referencesRuddell, R. B., & Unrau, N. J. (1994). Theoretical models and processes of reading. International Reading Association.eng
dcterms.referencesSaldaña, J. (2021). The coding manual for qualitative researchers (4th ed.). SAGE.eng
dcterms.referencesSevy-Biloon, J. (2021). Improving EFL learners’ reading comprehension through guided reading strategies. European Journal of Foreign Language Teaching, 5(1), 45–60.eng
dcterms.referencesStoller, F. L. (2020). Content-based instruction in language education. In M. Snow & D. Brinton (Eds.), The content-based classroom (pp. 1–22). University of Michigan Press.eng
dcterms.referencesUNESCO. (2017). Education for sustainable development goals: Learning objectives. UNESCO Publishing.eng
oaire.versioninfo:eu-repo/semantics/acceptedVersion
sb.programaMaestría en Educaciónspa
sb.sedeSede Barranquillaspa

Archivos

Bloque original
Mostrando 1 - 2 de 2
No hay miniatura disponible
Nombre:
PDF_Resumen.pdf
Tamaño:
251.84 KB
Formato:
Adobe Portable Document Format
Descargar
No hay miniatura disponible
Nombre:
PDF.pdf
Tamaño:
740.46 KB
Formato:
Adobe Portable Document Format
Descargar
Bloque de licencias
Mostrando 1 - 1 de 1
No hay miniatura disponible
Nombre:
license.txt
Tamaño:
2.93 KB
Formato:
Item-specific license agreed upon to submission
Descripción:
Descargar

Colecciones

Maestrías

Universidad Simón Bolívar: Todos los derechos reservados / Sistema de biblioteca