Estrategia "Hands On" Y Su Incidencia En El Desarrollo De La Comprensión Lectora Del Idioma Inglés

  • Luis Even Pazmiño Pavon Magister en Lingüística Aplicada al Aprendizaje del Idioma Inglés. Docente de la Escuela Superior Politécnica de Chimborazo, Ecuador Centro de Idiomas
  • Paul Rolando Armas Pesantez Magister en Lingüística Aplicada al Aprendizaje del Idioma Inglés. Docente de la Escuela Superior Politécnica de Chimborazo, Ecuador Centro de Idiomas
  • Edgar Eduardo Heredia Arboleda Magister En Enseñanza De Ingles Como Idioma Extranjero Docente de la Escuela Superior Politécnica de Chimborazo, Ecuador Centro de Idiomas

Abstract

This paper focuses on applying a strategy through a didactic guide called “Hands On” with tales, games, and vocabulary to develop the reading comprehension of English Language students of sixth level class “E” of the Language Center at Universidad Nacional de Chimborazo (UNACH), Ecuador. The research type was transversal, quasi-experimental, descriptive, and correlational. Due to observation and a checklist, it was possible to evaluate it before and after applying the strategy by means of the application of activities planned in the English subject syllabus. For this, it was necessary to take into account a sample of 30 students, identify the causes of the lack of motivation on them in order to develop the English language reading comprehension, and analyze the intellectual capacities of the group and the English Language teaching-learning methods. The data collected were tabulated, analyzed, and interpreted to be finally put under a statistical test in order to check the hypothesis. Therefore, it was concluded that the application of tales, games, and vocabulary contained in the guide influences the development of the English Language reading comprehension in a positive way.

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Published
2018-08-31
How to Cite
Pavon, L. E. P., Pesantez, P. R. A., & Arboleda, E. E. H. (2018). Estrategia "Hands On" Y Su Incidencia En El Desarrollo De La Comprensión Lectora Del Idioma Inglés. European Scientific Journal, ESJ, 14(23), 85. https://doi.org/10.19044/esj.2018.v14n23p85