Peer Assessment for Improving Reading Comprehension Facilitated by Digital Activities

English has become a priority for many people in this globalizing world and receives more attention due to its importance in daily life (Dincer, 2017). Considering one of the four language skills, teaching reading as a foreign language (EFL reading) aims to enable students to read and comprehend texts and other materials written in English. Al-Jarrah and Ismail (2018) indicated that the importance of reading can never be underestimated since it is one of the essential means through which information can be obtained especially for educational purposes. It is a very common skill that is used in language proficiency across the globe. Bazerman (2010, as cited in Huisha, 2021) confirmed that through reading, students start making contact with the academic production to contribute to their ideas since real intellectual exchange begins when learners react to what they read. However, Tang et al. (2019) pointed out that reading comprehension involves more than the response of the reader to the text. In addition to this, Pourhosein-Gilakjani and Sabouri (2016) affirmed that reading comprehension is a complex process that involves components, processes, and factors to find better ways of improving it among learners. In other words, this is an interactive proceeding to obtain meanings from a text. Furthermore, Brevik (2019) claimed that reading comprehension is a complex, multidimensional interaction with lector, activity, and context. Since this is a skill that requires a lot of interactivity between the reader and the text, if the reader cannot understand the content, it means that there is no comprehension of it (Tang et al., 20019).

• Autor principal: Bastidas, Zuleika Liliana (author)
• Format: masterThesis
• Idioma: eng
• Publicat: 2022
• Matèries: TESIS DE MAESTRÍA; PEER ASSESSMENT; IMPROVING READING COMPREHENSION
• Accés en línia: http://dspace.casagrande.edu.ec:8080/handle/ucasagrande/3361