Estrategias metacognitivas y comprensión lectora en inglés con estudiantes del grado quinto de la EBP del colegio La Enseñanza en Bogotá en 2020
No hay miniatura disponible
Archivos
Fecha
2021
Director de trabajo de grado
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad de La Salle. Facultad de Ciencias de la Educación. Maestría en Didáctica de las Lenguas
Descripción
Este proyecto tiene como propósito determinar la influencia de las estrategias metacognitivas en los procesos de conciencia metacognitiva en la compresión lectora del inglés como Lengua Extranjera (ILE) en 22 estudiantes del grado quinto de la educación básica desarrollado en el Colegio La Enseñanza en Bogotá en 2020. El enfoque de esta investigación es mixto de alcance descriptivo. Los instrumentos utilizados son el test de comprensión lectora Hungry dragon, y el Inventario de Conciencia Metacognitiva Juvenil JrMAI para explorar la conciencia metacognitiva. Luego se toman 10 ítems de la estructura del inventario de conciencia metacognitiva Metacognitive Awareness of Reading Strategies Inventory (MARSI), que se relacionan con el plan de estudio del grado quinto, para el diseño del Ambiente Virtual de Aprendizaje AVA Top Notch Readers, sobre la compresión lectora, proceso que se registra en el diario de campo y se utiliza la Escalera Metacognitiva, cuya rúbrica permite la interpretación de los resultados. Según los resultados de la implementación del AVA se encuentra que los estudiantes mejoran el proceso de la compresión lectora, y en la evaluación final se observa eficiencia en el desempeño en la conciencia metacognitiva en los estudiantes, en las estrategias globales con más énfasis, aunque se ve progreso en la resolución de problemas y la búsqueda de apoyo para la comprensión lectora, es recomendable que con ejercicios similares se logre el fortalecimiento para una mejor comprensión lectora en ILE. Se sugiere extender la experiencia a otros grados educativos del colegio cuya modalidad es bilingüe.
The purpose of this project is to determine the influence of metacognitive strategies processes on the reading comprehension of English as a Foreign Language (EFL) in 22 students of the fifth grade of basic education at La Enseñanza S chool in Bogotá in 2020. The focus of descriptive in scope. The instruments used are the Hungry t his research is mixed Dragon Reading Comprehension Test , the Junior Youth Metacognitive Awareness Inventory to explore metacognitive awareness. Then items are taken from the structure of the metacognitive awareness inventory Metacognitive Awareness of Readin g Strategies Inventory (MARSI), which are related to the fifth, and 10 grade curriculum, for the design of the Virtual Learning Environment VLE Top Notch Reader , on the Reading comprehension, a process that is recorded in the field diary and the Metacognitive Ladd er is used, whose rubric allows the interpretation of the results. According to the results of the implementation of the VLE, it is found that students improve the process of reading comprehension, and in the final evaluation a greater efficiency in the pe rformance of metacognitive awareness is observed in students, in global strategies with more emphasis, although progress is seen in the use of problem support strategies for reading comprehension . Itsolving and is recommended that similar exercises be str engthened for better reading comprehension in EFL. It is suggested to extend the experience to other educational degrees of the school whose modality is bilingual.
The purpose of this project is to determine the influence of metacognitive strategies processes on the reading comprehension of English as a Foreign Language (EFL) in 22 students of the fifth grade of basic education at La Enseñanza S chool in Bogotá in 2020. The focus of descriptive in scope. The instruments used are the Hungry t his research is mixed Dragon Reading Comprehension Test , the Junior Youth Metacognitive Awareness Inventory to explore metacognitive awareness. Then items are taken from the structure of the metacognitive awareness inventory Metacognitive Awareness of Readin g Strategies Inventory (MARSI), which are related to the fifth, and 10 grade curriculum, for the design of the Virtual Learning Environment VLE Top Notch Reader , on the Reading comprehension, a process that is recorded in the field diary and the Metacognitive Ladd er is used, whose rubric allows the interpretation of the results. According to the results of the implementation of the VLE, it is found that students improve the process of reading comprehension, and in the final evaluation a greater efficiency in the pe rformance of metacognitive awareness is observed in students, in global strategies with more emphasis, although progress is seen in the use of problem support strategies for reading comprehension . Itsolving and is recommended that similar exercises be str engthened for better reading comprehension in EFL. It is suggested to extend the experience to other educational degrees of the school whose modality is bilingual.
Palabras clave
Ambiente virtual de aprendizaje, Comprensión lectora, Conciencia metacognitiva, Estrategias metacognitivas