Trabajo de grado - Maestría
Reading to learn instruction in a group of EFL sixth-graders’ development of spoken discourse for descriptive reports
Autor
Díaz Ochoa, Luisa
Institución
Resumen
High school students in Colombian classrooms have been shown to lack autonomous spoken production in English (Gutierrez, 2005; Bocanegra & Ramirez, 2018). One of the causes may be the inappropriate strategies for teaching the skill (Herazo, 2012; Fuentes, 2013). The present study addressed this issue through the innovative Genre-Based pedagogy model, reading to learn (R2L). Reading to learn is an instructional approach that uses texts as a starting point of instruction. Research in R2L (Becerra et al. 2020; Herazo et. al., 2021) has shown that this approach leads students to become autonomous creators of meaning. Emerging research on R2L for spoken communication has proven that this methodology effectively develops oral interactions in L2 classrooms. This research study examined the impact of a Reading to learn model adapted to spoken communication on learners’ production of descriptive reports in a 6th-grade EFL Colombian class. The study followed a case study-mixed method design to encompass the complexity of learners’ production development. The data were collected through two spoken tasks (pretest and posttest), observations, and interviews with the students. The quantitative and qualitative analyses of the data were integrated with a joint display. Findings suggest that R2L significantly affected the learners’ spoken production of descriptive analysis and is a valuable tool for developing students’ ability to create meaning in English. 1. Introduction 1 2. Theoretical Framework 6 2.1 Conceptual Framework 6 2.1.1 Systemic Functional Linguistic 6 2.1.2 Spoken communication 8 2.1.3 Genre-Based Pedagogy 10 2.1.4 Reading to Learn 13 2.1.4.1 Reading to learn adapted to Spoken communication. Reading to learn 14 2.1.5 Related studies 17 3. Methodology 24 3.1 Research Design 24 3.1.1 The Case study and the Mixed method design 26 3.2 Context and Participants 27 3.3 The Reading to Learn program 28 3.4 Data Collection 31 3.4.1 Quantitative Data Collection 32 3.4.1.1 Language measures. Learners’ ability to produce descriptive reports in 32 3.5 Procedure 35 3.6 Data analysis 36 3.6.1 Quantitative data analysis 36 3.6.2 Qualitative data analysis 38 3.7 Data comparison 39 3.8 Joint Display 39 3.9 Ethics considerations 40 3.10 Reliability 40 4. Findings 41 4.1 Differences in students’ production of spoken descriptive reports before and after the R2L intervention 42 4.2 Learners’ ability to produce units of meanings 44 4.3Meta- inferences regarding changes in students’ spoken production of descriptive reports 51 5. Discussions 58 6. Conclusions 62 7. References 65 Appendixes 74 Maestría Magíster en Enseñanza del Inglés Trabajos de Investigación y/o Extensión