Reading comprehension strategies in ninth graders by using authentic material
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The purpose of this action research was to identify how virtual and printed authentic materials may influence reading comprehension in the EFL classroom based on a previous diagnosis, we selected synopsis and micro-stories since they include different topics that may engage learners and motivate them. This research was conducted in a 9th grade at a public school located in the west of Bogotá, where six students were chosen at random as participants whose average age was ranged between fourteen and sixteen years old. The main variables identified were the use of authentic materials in the EFL classroom and the reading comprehension strategies used by the participants. A qualitative approach was applied and the data gathering process included questionnaire, field notes and students’ artifacts. The contributions of Duke and Pearson (2002) on reading comprehension strategies and Kilickaya (2004) on the use of authentic materials were the basis of this research. Some of the main findings indicated that learners were more engaged when they learnt English with authentic materials and realized the use of the target language into daily practices. On the other hand they mainly tent to use compensatory strategies such as visual cues in order to understand the texts. Therefore, according to the worksheets, we concluded that this intervention led them to a more advanced reading comprehension level.