Improving reading comprehension through lesson study among tenth-grade students at a public school in the city of Loja during 2021 – 2022 school year
Resumen
The present research had as main objective to improve the reading comprehension through lesson study among tenth-grade students at a public school in the city of Loja during 2021-2022 school year. This skill is considered the most important because learners can obtain lexical knowledge and general information from written texts. Furthermore, this research used a quasi-experimental design with a mixed method approach in order to gather quantitative (scores) and qualitative (perceptions) data through the use of a pretest and posttest, as well as a questionnaire and field notes. The data analyzed demonstrated that students significantly improved (p ≤ 0.05) their reading comprehension after the application of the lesson study model and helped pre-service teachers develop professionally in their field. It was concluded that the lesson study model impacted students’ reading comprehension, mostly in the aspects of skimming and scanning, and that students found the strategies applied as relevant for their learning process. In addition, this model helped pre-service teachers to improve the creation of relevant lesson plans and to successfully conduct a class.
Descargas
Citas
Buenaño, J. (2016). La técnica de narración de cuentos (storytelling technique) y la competencia lectora del idioma inglés de los estudiantes de décimo año de educación general básica de la Unidad Educativa "Bolivar" de la ciudad de Ambato, provincia de Tungurahua [Thesis]. In Universidad Técnica de Ambato. https://repositorio.uta.edu.ec/jspui/handle/123456789/23975
Gersten, R., Dimino, J., Jayanthi, M., Kim, J., & Santoro, L. (2010). Impact of the Professional Development Model on Reading Instruction and Student Outcomes in First Grade Classrooms. American Educational Research Journal, 47(3), 694-739. https://doi.org/10.3102%2F0002831209361208
Goh, R., & Fang, Y. (2017). Improving English language teaching through lesson study: Case study of teacher learning in a Singapore primary school grade level team. International Journal for Lesson and Learning Studies, 6(2), 135 - 150. https://doi.org/10.1108/IJLLS-11-2015-0037
Hazayameh, W., & Alomery, M. (2021). The effectiveness of visual mind mapping strategy for improving english language learners' critical thinking skills and reading abilities. European Journal of Education, 11(1), 141-150. https://doi.org/10.12973/eu-jer.11.1.141
Kincal, R., Ozan, C., & İleritürk, D. (2019). Increasing Students’ English Language Learning Levels via Lesson Study. English Language Teaching, 12(9), 88 - 95. https://doi.org/10.5539/elt.v12n9p88
Larssen, D., & Drew, I. (2015). The influence of a Lesson Study cycle on a 2nd grade EFL picture book-based teaching practice lesson in Norway. Nordic Journal of Modern Language Methodology, 3(2), 92-105. https://doi.org/10.46364/njmlm.v3i2.143.
Li, M., Geva, E., D'Angelo, N., Koh, P., Chen, X., & Gottardo, A. (2021). Exploring soruces of poor reading comprehension in English language learners. Annals of Dyslexia, 7(1), 299-321. https://doi.org/10.1007/s11881-021-00214-4
McWhorter, K. T. (2019). An overview to the reading process. In In Concert: An integrated approach to reading and writing (pp. 4-36). Pearson. https://www.pearson.com/store/p/in-concert-an-integrated-approach-to-reading-and-writing/P100002264818/9780137402489#
Ministerio de Educación Ecuatoriana. (2016). English as a Foreign Language for Subnivel Superior. Ministerio de Educación. https://educacion.gob.ec/wp-content/uploads/downloads/2016/08/EFL-for-Subnivel-Superior-of-EGB-ok.pdf
Özdemir, S. (2019, June). Implementation of the Lesson Study as a Tool to Improve Students' Learning and Professional Development of Teachers. Participatory Educational Research, 6(1), 36-53. http://dx.doi.org/10.17275/per.19.4.6.1
Pérez, Á., & Soto, E. (2015). Lessons Studies: un viaje de ida y vuelta recreando el aprendizaje comprensivo. Revista Interuniversitaria de Formación del Profesorado, 29(3), 15-28. https://www.redalyc.org/articulo.oa?id=27443871002
Pjanić, K. (2014). The origins and products of Japanese lesson study. Journal of Teaching Innovations, 27(3), 83-93. https://doi.org/10.5937/inovacije1403083P
Spratt, M., Pulverness, A., & Williams, M. (2012). Reading. In The TKT Course Modules 1, 2 and 3 (pp. 21-25). Cambridge University Press. https://doi.org/10.1017/CBO9781139062398
Stepanek, J., Appel, G., Leong, M., Turner, M., & Mitchell, M. (2007). Leading Lesson Study: A practical guide for teachers and facilitators.
Woolley, G. (2011). Reading Comprehension. In Reading Comprehension: Assisting Children with Learning Difficulties (pp. 15-33). https://doi.org/10.1007/978-94-007-1174-7_2
Derechos de autor 2023 Alicia del Carmen Díaz Chávez ;Rosa Paola Moreno Ordoñez;Miriam Eucevia Troya Sánchez
Esta obra está bajo licencia internacional Creative Commons Reconocimiento 4.0.