Scaffolding and reading comprehension among superior basic education students at a public institution in Loja, school year 2023-2024
Within the realm of English as a Foreign Language (EFL), reading comprehension is paramount for students to cultivate a deep understanding of text, enabling them to engage meaningfully and critically with diverse forms of written communication. Consequently, the present research aimed to analyze the...
Sábháilte in:
| Príomhchruthaitheoir: | |
|---|---|
| Formáid: | bachelorThesis |
| Foilsithe / Cruthaithe: |
2024
|
| Ábhair: | |
| Rochtain ar líne: | https://dspace.unl.edu.ec/jspui/handle/123456789/29808 |
| Clibeanna: |
Cuir clib leis
Níl clibeanna ann, Bí ar an gcéad duine le clib a chur leis an taifead seo!
|
Cuir clib leis | Achoimre: | Within the realm of English as a Foreign Language (EFL), reading comprehension is paramount for students to cultivate a deep understanding of text, enabling them to engage meaningfully and critically with diverse forms of written communication. Consequently, the present research aimed to analyze the influence of scaffolding strategies to improve reading comprehension skills among superior basic education students at a public institution in Loja, school year 2023-2024. The investigation employed a mixed method following a practical action research model with the participation of 23 Ecuadorian ninth graders, all of whom were chosen by purposeful sampling. The instruments consisted of a pre-test and post-test, a questionnaire, and reflective journals, all of which collected quantitative data, that is, students' scores before and after the intervention plan, and qualitative data, corresponding to students' perceptions regarding the use of scaffolding strategies to improve reading comprehension skills. The quantitative information was analyzed through descriptive statistics and the qualitative information through thematic analysis. On this basis, the results showed a notable difference of 3,43 points between pre-test and post-test, which denotates that students improve their reading comprehension skills in the aspects of predicting, vocabulary comprehension, skimming and scanning. It was also evident that scaffolding strategies had a positive impact among students, as they perceived that the strategies provided them a better understanding and interpretation of the texts, allowing for a more interactive and engaging learning experience. Therefore, the researcher concluded that scaffolding had a favourable effect on the improvement of students’ reading comprehension skills because it helped them to comprehend and analyze texts independently over time, improving their confidence and developing their critical thinking during the reading process Key words: Understanding and interpretation of texts, English as a Foreign Language, interactive and engaging learning, critical thinking, and reading process |
|---|