Reading to learn cycle : writing narrative texts in the EFL Chilean context

Simple item page
dc.contributor.advisorArancibia Aguilera, María Cristina
dc.contributor.authorLorca Mesina, Stephanie A.
dc.contributor.otherPontificia Universidad Católica de Chile. Facultad de Letras
dc.date.accessioned2022-09-09T16:11:36Z
dc.date.available2022-09-09T16:11:36Z
dc.date.issued2022
dc.date.updated2022-09-08T13:39:47Z
dc.descriptionTesis (Magíster en Lingüística Aplicada al Inglés como Lengua Extranjera)--Pontificia Universidad Católica de Chile, 2022
dc.description.abstractThroughout life, reading and writing are fundamental skills in our learning process. They help us to communicate, create relationships, and describe the world around us. In this context, the EFL classroom represents its own challenges and opportunities. The current educational model in Chile has caused a deep segregation in terms of access to education, so English proficiency has been recognized as a social-economic indicator. Marginalized Spanish-speaking groups avoid reading and writing due to their complexity. The Reading to Learn model proposes that there is a systematic cycle that could help EFL learners to explicitly construct their own texts, unveiling the historically hidden conventions when it comes to writing. The following action research study aims to evaluate the effects of Reading to Learn methodology to help high school students to improve their writing of narrative texts by recognizing genre and the infinite combinations to express meaning that the system offers to language users. This research was carried out in virtual learning and the pedagogical intervention was designed considering quantitative and qualitative data. It consisted of initial surveys for teachers and students, a pre-test, seven action-research cycles, a post-test, and a final survey for participants. The main qualitative findings suggest that the Reading to Learn methodology helps to improve writing in terms of lexicogrammatical choices that convey attitude and refer the participation of people and things in discourse. Similarly, the main quantitative findings indicate that participants enhanced their genre-knowledge including more phases and structures of the narrative genre after the interventions. Keywords. Reading to Learn, narrative text, writing, action-research, EFL.
dc.format.extent51 páginas
dc.fuente.origenAutoarchivo
dc.identifier.doi10.7764/tesisUC/LET/64782
dc.identifier.urihttps://doi.org/10.7764/tesisUC/LET/64782
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/64782
dc.information.autorucFacultad de letras ; Arancibia Aguilera, María Cristina ; 0000-0002-1056-7487 ; 82678
dc.information.autorucFacultad de letras ; Lorca Mesina, Stephanie A. ; S/I ; 220534
dc.language.isoen
dc.nota.accesoContenido completo
dc.rightsacceso abierto
dc.subjectReading to learnes_ES
dc.subjectNarrative textes_ES
dc.subjectWritinges_ES
dc.subjectAction-researches_ES
dc.subjectEFLes_ES
dc.subject.ddc400
dc.subject.deweyLenguases_ES
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.subject.otherInglés - Enseñanza - Investigaciones - Chilees_ES
dc.subject.otherEstrategias de aprendizaje - Investigaciones - Chilees_ES
dc.titleReading to learn cycle : writing narrative texts in the EFL Chilean contextes_ES
dc.typetesis de maestría
sipa.codpersvinculados82678
sipa.codpersvinculados220534
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Thesis - Lorca - Magíster ILE.pdf
Size:
2.01 MB
Format:
Adobe Portable Document Format
Description:
Download
License bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
license.txt
Size:
0 B
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
3.11 Tesis magíster