Implementación de cuentos cortos en linea para el desarrollo de lectura literal en lengua extranjera

Abstract

This study is part of action research, the main objective of which is to strengthen literal reading comprehension through the implementation of pre-reading activities with a B1 level in ELF (English as a foreign language), and the use of short stories online in tenth grade students from the San Bernardino school, pre-reading activities, seven reading sessions of short stories, and later reading tests were implemented through the use of the “Quizziz application”. This was in the True/ False format, Multiple Choice and Open-ended Questions, in order to evaluate the effectiveness of the activities carried out which would have impacted their level of literal comprehension when interpreting short stories online. In addition, interviews were conducted with the students and questionnaires were applied to their parents which aimed at collecting data on their perceptions when using multimodal technologies in the classroom and the use of stories. The data collected were analyzed under the principles of the Grounded theory approach, and the results obtained showed that the performance of young people in literal reading comprehension improved as well as their vocabulary. Their academic perception about the use of multimodal technologies was also affected for learning English by using some apps like “Quizziz and Padlet” . Undoubtedly, this work has some significant contributions in the academic field for the teaching of foreign languages and the strengthening of reading comprehension in the Colombian context of which the following can be highlighted: The use of multimodal technologies facilitates and encourages learning and understanding of a foreign language. Working on previous vocabulary before reading in ELF, increases the possibilities of understanding the main ideas of a narrative. Therefore, it is recommended that this approach be more widely adopted in secondary education.