Melhorando o rendimento de estudantes efl em compreensão de leitura através do ensino explicito de estratégias
email: olgaluciauribeenciso@mail.ustabuca.edu.co
Introdução: durante mais de 20 anos, a instrução explícita em estratégias de leitura tem sido recomendada para melhorar a compreensão leitora na educação formal tanto em L1 como em L2. O propósito de este estudo foi determinar a efetividade de uma proposta para o ensino explícito de estratégias de leitura a estudantes EFL no que tange o reconhecimento de estratégias e o desempenho de tarefas leitoras.
Metodologia: a investigação é aplicada porque seu escopo é resolver problemas de
aprendizado de língua, e adota um método misto já que foram coletados e analisados dados qualitativos e quantitativos através de questionários, testes e tarefas leitoras. Os participantes foram selecionados por amostragem intencional e foi coletada informação qualitativa e quantitativa mediante questionários, testes e tarefas leitoras.
Resultados: depois de 16 semanas de instrução, os participantes reconheceram uma faixa mais amplia de estratégias de leitura e melhoraram sua pontuação no Teste de
saída que avaliou compreensão leitora.
Conclusão: o ensino explícito de estratégias de leitura é efetivo para melhorar a compreensão leitora. Sugere-se futuras pesquisas para determinar a efetividade do modelo com outros estudantes e para determinar a extensão em que os participantes de estudo seguem aplicando as estratégias de forma consistente e autônoma.
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