La Lectura en la Educación Primaria y su Conexión con la Motivación y los Problemas Sociales
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Publicado:
jun 16, 2022
Palabras clave:
Literacidad, Motivación hacia la Lectura, Contexto Social, ILE, Problemas Sociales
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Resumen
El propósito de este estudio fue aumentar los niveles de motivación lectora en inglés como lengua extranjera en estudiantes de quinto grado de una escuela pública colombiana ubicada en el municipio de Bello, Antioquia, a través de las características sociales de su entorno inmediato. Primero fue necesario diagnosticar los factores clave que influyen en el nivel de motivación de los estudiantes para intervenir adecuadamente mediante la implementación de historias ilustradas cortas, tales factores fueron: sus actitudes hacia la lectura en inglés, cómo su contexto social desencadena el aprendizaje en ellos, sus preferencias de lectura en general, así como su nivel actual de dominio del idioma. Sólo con base en estos aspectos, los docentes podrían aplicar una alternativa para abordar los procesos de literacidad y también ser beneficiosa para la experiencia de aprendizaje de los estudiantes. La investigación fue concebida desde un enfoque cualitativo y una metodología de investigación-acción para alcanzar una mejor comprensión del objeto de estudio y crear conciencia entre la comunidad académica acerca de ser crítico con el contexto de los estudiantes. Por lo tanto, la observación participante, diarios y entrevistas semiestructuradas fueron seleccionados como los instrumentos de investigación para testear las categorías iniciales del estudio.
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Acevedo Acero, L., Alcalá Ibáñez, M. M., Gaviria Sánchez, D. de J., Orrego Ríos, D. M., & Suescún Giraldo, C. M. (2022). La Lectura en la Educación Primaria y su Conexión con la Motivación y los Problemas Sociales. Shimmering Words: Research and Pedagogy E-Journal, 11, 31-51. Recuperado a partir de http://revistas.ustatunja.edu.co/index.php/shimmering/article/view/2462
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Aguilar, E., & Ye, Y. (2017). A Comparative Study of Grades 7, 8 and 9 Students’ Motivation for Learning English as a Foreign Language in the Regular Program and English Program at Tepleela School, Bangkok, Thailand. Assumption University Journals, 251-262.
Aydin, G., & Bağcı, B. (2018). Reading Preferences of Middle School Students. World Journal of Education, 8(2), 127-139.
Batista, C. E., Matos, L. A., & Nascimento, A. B. (2017). A Entrevista como Técnica de Investigação na Pesquisa Qualitativa. Revista Interdisciplinae Científica Aplicada, 11(3), 23-38.
Butt, M., Khan, H. K., & Wilayat, B. (2012). Teaching Context and Students’ Learning: A Case Study of a Public Sector University. Global Social Science Review, 4(4), 83-92.
Ciesielska, M., Boström, K. W., & Öhlander, M. (2018). Qualitative Methodologies in Organization Studies. In M. Ciesielska, K. W. Boström, & M. Öhlander, Observation Methods (pp. 33-52). Stockholm: The Author(s).
Cope, D. G., Bryant-Lukosius, D., Alba, D., Blythe, J., & Neville, A. J. (2014, Septiembre).
The Use of Triangulation in Qualitative Research. Oncology Nursing Forum, 41(5), 545-547.
Dornvei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/CB09780511667343.
Escobar Fandiño, F. G., Muñoz, L. D., & Silva Velandia, A. J. (2019). Motivation and E-Learning English as a foreign language: A qualitative study. Heliyon, 5(9), 1-7. doi:10.1016/j.heliyon.2019.e02394
Gallagher-Bett, A. (2019). Supporting and empowering language teachers through action research communities. British Library Cataloguing-in-Publication Data, 29-36.
Gardner, R. (2007). Motivation and Second Language Acquisition. Porta Linguarum, 9-20.
Griffee, D. (2012). An Introduction to Second Language Research Methods Design and Data. United States of America: eBook Edition.
Gholami, R., Rahman, S. Z., & Mustapha, G. (2012). Social Context as an Indirect Trigger in EFL Contexts: Issues and Solutions. English Language Teaching, 5(3), 73. doi:10.5539/elt.v5n3p73.
Hagenauer, G., & Harscher, T. (2014). Early Adolescents-Enjoyment Experienced in Learning Situations at School and Its Relation to Student Achievement. Journal of Education and Training Studies,2(2), 20-30.
Hastings, S. L. (2012). Encyclopedia of Research Design. In S. L. Hastings, & N. j.
Salkind (Ed.), Triangulation (pp. 1-6). Thousand Oaks: SAGE Publications, Inc.
Huang, S., Ruan, J., & Capps, M. (2012). What Chinese Cultural Values and Instructional Practices Influences Chinese Middle School Students’ Reading Motivation in Taiwan. Quarterly Journal Of Chinese Studies, 55-76.
Icfes. (2016). Informe nacional de resultados Saber Pro 2012-2015. Retrieved from Instituto Colombiano para la Evaluación de la Educación: http://www.icfes.gov.co/ documents/20143/238004/Informe%20nacional%0de%20resultados%20saber%20 pro%202112%20-%202015.pdf.
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Kazantseva, E., Valiakhmetova, E., Minisheva, L., Anokhina, S., & Latypova, E. (2016).
A Survey-Based Study of Motivation and Attitude to Learning a Second Language at Ufa State University of Economics and Service. Global Media Journal, 1-9.
Kinginger, C., & Thorne, S. (2012). Social Context as an Indirect Trigger in EFL Contexts: Issues and. English Language Teaching, 5(3), 1-10. doi:10.5539/elt.v5n3p73
Kramsch, C., & Nolden, T. (1994). Redefining Literacy in a Foreign Language. Spring, 28-25.
Lau, S., & Nie, Y. (2009). Complementary roles of care and behavioral control in classroom management: The self-determination theory perspective. Contemporary Educational Psychology , 185-194.
Logan, S., Medford, E., & Hughes, N. (2011). The importance of intrinsic motivation for high and low ability readers’ reading comprehension performance. Learning and Individual Differences, 124-128.
Lungu, M. (2019). Motivation as Part of the Educational Process. Journal Plus Education, 22(1), 141-149.
McGeown, S., Putwain, D., Geijer, E., Boffey, E., Markham, J., & Vince, A. (2014). Predictors of adolescents’ academic motivation: Personality, self-efficacy and adolescents’ characteristics. Learning and Individual Differences, 278-286.
Medford, E., & McGeown, S. (2012). The influence of personality characteristics on children’s intrinsic reading motivation. Learning and Individual Differences, 786- 791.
Morgan, A., Spada, N., Orton, J., Tadesco, L., East, M., Scrimgeour, A., & Hajek, J. (2018). 21 Keys Ideas for Languages Learning in the 21st Century. Babel, 52(2/3), 1-15.
Ministerio de Educación Nacional. (2006). Serie Guías 22. Estándares básicos de competencias en lenguas extranjeras: inglés. Formar en lenguas extranjeras: ¡el reto! Lo que necesitamos saber y saber hacer. Bogotá: Imprenta Nacional.
Mondada, L. & Pekarek, S. (2004). Second Language Acquisition as Situated Practice: Task Accomplishment in the French Second Language Classroom. The Modern Language Journal, 88, iv, DOI: 0026-7902
Mori, S. (2002). Redefining Motivation to Read in a Foreign Language. Reading in a Foreign Language: A refereed international online journal of issues in foreign language reading and literacy, 91-110.
Nishino, T. (2005). Japanese high school students’ L2 reading motivation. Japan University Editorial, 32-41.
Noels, K., Clement, R., & Pelletier, L. (2001). Intrinsic, Extrinsic, and Integrative Orientations of French Canadian Learners of English. The Canadian Modern Language Review, 57(3), 424-442.
Parhiala, P., Torppa, M., Vasalampi, K., Eklund, K., Poikkeus, A., & Aro, T. (2017).
Profiles of school motivation and emotional well-being among adolescents: Associations with math and reading performance. Learning and Individual Differences, 196-204.
Rahimi, M., & Samaneh, Y. (2017). Effects of offline vs. online digital storytelling on the development of EFL learners’ literacy skills. Cogent Education, 1-13.
Ridgway, T. (2003). Literacy and foreign language reading. Reading in a Foreign Language, 2(15), 117-129.
Santrock, J. (2009). (4th ed.) Educational Psychology. New York, NY: Mc-Graw Hill.
Savin-Baden, M., & Howell, C. (2013). Qualitative Research: The essential guide to theory and practice. New York: Routledge.
Shin, K.-C. (2013). Developmental Approaches to the Teaching of EFL Reading. PanPacific Association of Applied Linguistics, 159-170.
Vibulphol, J. (2016). Students’ Motivation and Learning and Teachers’ Motivational Strategies in English Classrooms in Thailand. English Language Teaching, 9(4), 64- 75. doi:10.5539/elt.v9n4p64
Wigfield, A., & Guthrie, J. T. (1997). Relations of Children’s Motivation for Reading to the Amount and Breadth for Their Reading. Journal of Education Psychology, 89(3), 420-432.
Aydin, G., & Bağcı, B. (2018). Reading Preferences of Middle School Students. World Journal of Education, 8(2), 127-139.
Batista, C. E., Matos, L. A., & Nascimento, A. B. (2017). A Entrevista como Técnica de Investigação na Pesquisa Qualitativa. Revista Interdisciplinae Científica Aplicada, 11(3), 23-38.
Butt, M., Khan, H. K., & Wilayat, B. (2012). Teaching Context and Students’ Learning: A Case Study of a Public Sector University. Global Social Science Review, 4(4), 83-92.
Ciesielska, M., Boström, K. W., & Öhlander, M. (2018). Qualitative Methodologies in Organization Studies. In M. Ciesielska, K. W. Boström, & M. Öhlander, Observation Methods (pp. 33-52). Stockholm: The Author(s).
Cope, D. G., Bryant-Lukosius, D., Alba, D., Blythe, J., & Neville, A. J. (2014, Septiembre).
The Use of Triangulation in Qualitative Research. Oncology Nursing Forum, 41(5), 545-547.
Dornvei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/CB09780511667343.
Escobar Fandiño, F. G., Muñoz, L. D., & Silva Velandia, A. J. (2019). Motivation and E-Learning English as a foreign language: A qualitative study. Heliyon, 5(9), 1-7. doi:10.1016/j.heliyon.2019.e02394
Gallagher-Bett, A. (2019). Supporting and empowering language teachers through action research communities. British Library Cataloguing-in-Publication Data, 29-36.
Gardner, R. (2007). Motivation and Second Language Acquisition. Porta Linguarum, 9-20.
Griffee, D. (2012). An Introduction to Second Language Research Methods Design and Data. United States of America: eBook Edition.
Gholami, R., Rahman, S. Z., & Mustapha, G. (2012). Social Context as an Indirect Trigger in EFL Contexts: Issues and Solutions. English Language Teaching, 5(3), 73. doi:10.5539/elt.v5n3p73.
Hagenauer, G., & Harscher, T. (2014). Early Adolescents-Enjoyment Experienced in Learning Situations at School and Its Relation to Student Achievement. Journal of Education and Training Studies,2(2), 20-30.
Hastings, S. L. (2012). Encyclopedia of Research Design. In S. L. Hastings, & N. j.
Salkind (Ed.), Triangulation (pp. 1-6). Thousand Oaks: SAGE Publications, Inc.
Huang, S., Ruan, J., & Capps, M. (2012). What Chinese Cultural Values and Instructional Practices Influences Chinese Middle School Students’ Reading Motivation in Taiwan. Quarterly Journal Of Chinese Studies, 55-76.
Icfes. (2016). Informe nacional de resultados Saber Pro 2012-2015. Retrieved from Instituto Colombiano para la Evaluación de la Educación: http://www.icfes.gov.co/ documents/20143/238004/Informe%20nacional%0de%20resultados%20saber%20 pro%202112%20-%202015.pdf.
Jacknick, C.M. (2008). Using Situated Learning to Examine the Language of Teaching and Learning. Teachers College, Columbia University, Working Paper in TESOL & Applied Linguistic, 2008, Vol. 8, Nº 1. (Online) Available: http://journals. tclibrary.org/templates/about/editable/pdf/Jacknick%20Forum.pdf
Kazantseva, E., Valiakhmetova, E., Minisheva, L., Anokhina, S., & Latypova, E. (2016).
A Survey-Based Study of Motivation and Attitude to Learning a Second Language at Ufa State University of Economics and Service. Global Media Journal, 1-9.
Kinginger, C., & Thorne, S. (2012). Social Context as an Indirect Trigger in EFL Contexts: Issues and. English Language Teaching, 5(3), 1-10. doi:10.5539/elt.v5n3p73
Kramsch, C., & Nolden, T. (1994). Redefining Literacy in a Foreign Language. Spring, 28-25.
Lau, S., & Nie, Y. (2009). Complementary roles of care and behavioral control in classroom management: The self-determination theory perspective. Contemporary Educational Psychology , 185-194.
Logan, S., Medford, E., & Hughes, N. (2011). The importance of intrinsic motivation for high and low ability readers’ reading comprehension performance. Learning and Individual Differences, 124-128.
Lungu, M. (2019). Motivation as Part of the Educational Process. Journal Plus Education, 22(1), 141-149.
McGeown, S., Putwain, D., Geijer, E., Boffey, E., Markham, J., & Vince, A. (2014). Predictors of adolescents’ academic motivation: Personality, self-efficacy and adolescents’ characteristics. Learning and Individual Differences, 278-286.
Medford, E., & McGeown, S. (2012). The influence of personality characteristics on children’s intrinsic reading motivation. Learning and Individual Differences, 786- 791.
Morgan, A., Spada, N., Orton, J., Tadesco, L., East, M., Scrimgeour, A., & Hajek, J. (2018). 21 Keys Ideas for Languages Learning in the 21st Century. Babel, 52(2/3), 1-15.
Ministerio de Educación Nacional. (2006). Serie Guías 22. Estándares básicos de competencias en lenguas extranjeras: inglés. Formar en lenguas extranjeras: ¡el reto! Lo que necesitamos saber y saber hacer. Bogotá: Imprenta Nacional.
Mondada, L. & Pekarek, S. (2004). Second Language Acquisition as Situated Practice: Task Accomplishment in the French Second Language Classroom. The Modern Language Journal, 88, iv, DOI: 0026-7902
Mori, S. (2002). Redefining Motivation to Read in a Foreign Language. Reading in a Foreign Language: A refereed international online journal of issues in foreign language reading and literacy, 91-110.
Nishino, T. (2005). Japanese high school students’ L2 reading motivation. Japan University Editorial, 32-41.
Noels, K., Clement, R., & Pelletier, L. (2001). Intrinsic, Extrinsic, and Integrative Orientations of French Canadian Learners of English. The Canadian Modern Language Review, 57(3), 424-442.
Parhiala, P., Torppa, M., Vasalampi, K., Eklund, K., Poikkeus, A., & Aro, T. (2017).
Profiles of school motivation and emotional well-being among adolescents: Associations with math and reading performance. Learning and Individual Differences, 196-204.
Rahimi, M., & Samaneh, Y. (2017). Effects of offline vs. online digital storytelling on the development of EFL learners’ literacy skills. Cogent Education, 1-13.
Ridgway, T. (2003). Literacy and foreign language reading. Reading in a Foreign Language, 2(15), 117-129.
Santrock, J. (2009). (4th ed.) Educational Psychology. New York, NY: Mc-Graw Hill.
Savin-Baden, M., & Howell, C. (2013). Qualitative Research: The essential guide to theory and practice. New York: Routledge.
Shin, K.-C. (2013). Developmental Approaches to the Teaching of EFL Reading. PanPacific Association of Applied Linguistics, 159-170.
Vibulphol, J. (2016). Students’ Motivation and Learning and Teachers’ Motivational Strategies in English Classrooms in Thailand. English Language Teaching, 9(4), 64- 75. doi:10.5539/elt.v9n4p64
Wigfield, A., & Guthrie, J. T. (1997). Relations of Children’s Motivation for Reading to the Amount and Breadth for Their Reading. Journal of Education Psychology, 89(3), 420-432.