Using critical reading as a means to develop students’ grammar accuracy in second level students of the army soldiers’ training School (ESFORSE) in the academic year 2018

Abstract

In English, reading and comprehension is one of the skills that most frequently present problems, stemming from the lack of adequate strategies on the part of the teacher, which greatly limits the knowledge, use of vocabulary, grammatical structures, and without this base, advancement is limited. The purpose of this study is to determine the impact of using Critical Reading to develop students’ grammar accuracy in context in second level students of the Army Soldiers Training School (ESFORSE) in the academic year 2017-2019. The design of this research was based on a correlational, descriptive and exploratory study; as a research instrument, qualitative tests are applied to 30 students. The main results showed that the lack of use of adequate reading strategies limits the development of critical thinking in students when answering questions about the readings assigned by their teacher. The main conclusion established is that critical reading skills play an important role in student success; that they are able to read critically and, therefore, manage more than one skill at the same time and discover what the texts contain. The link between critical reading and grammar is really obvious, the practice of constant reading makes students unconsciously acquire structures that, with the guidance of teachers, will improve and gain experience in them.