Ciencias Humanas y de la Educación

Permanent URI for this communityhttp://repositorio.uta.edu.ec/handle/123456789/408

Browse

Filters

20211

Settings

Author: search.filters.author.Ponluisa Gómez, Adriana PaulinaSubject: search.filters.subject.COMMUNICATION

Search Results

Now showing 1 - 1 of 1
  • No Thumbnail Available
    Item
    Miniquest as a strategy for the development of reading comprehension in EFL students
    (2021-11-01) Ponluisa Gómez, Adriana Paulina; Cajas Quishpe, Diego Christian
    As global citizens that are worldwide interrelated, and seeing that students are struggling with the English learning, it is necessary to contribute with proposals to enhance their process of education; taking special attention in the students’ issues related to their low level of reading comprehension in higher studies. Even more so in this difficult time that humanity is living due to the Corona Virus pandemic; where students do not have enough teachers’ support because they are studying in a completely different learning scenario. For those reasons, this research aims to analyze the influence of MiniQuest as a technological strategy on EFL students' reading comprehension. To do this, a quasi-experimental research design was employed with students. The population of this study comprised 38 students from the third semester of the Fashion design major at the Instituto Tecnológico Superior Pelileo. The population mentioned before was divided into two main research groups: experimental and control. Data was collected via the reading section of the Key Entry Test (KET) exam from Cambridge-ESOL and a questionnaire to look for the students’ perception about the intervention phase. The reading section of the KET exam was administered to the 38 students, and the results were statistically homogenized to be analyzed thereafter. Based on the results found in the pre-test, a virtual classroom intervention that consisted of 6 sessions using the MiniQuest strategy was developed with the experimental group. This group of students were challenged to solve problems that were posted as questions which had reading material and the corresponding group and pair interaction. The control group, on the other hand, had regular classes using the Richmond platform. After the intervention process, both groups (experimental and control) took a posttest. The results showed that the use of MiniQuest had a positive influence on the students' reading comprehension development