Comparison of the strategy use in reading with and without multiple-choice questions
Reading is a key skill in modern society: not only it is part of a culture, but it even shapes the way we think. However, the understandings, inferences and interpretations of a text vary from person to person. Testing reading is an equally complex process. Having a task associated with the text at...
| Main Authors: | , |
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| Format: | info:eu-repo/semantics/masterThesis |
| Language: | eng |
| Published: |
2021
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| Subjects: | |
| Online Access: | https://hdl.handle.net/10171/61934 |
| _version_ | 1793400309562736640 |
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| author | Gascón-Corella, E. (Enrique) Miller, P. (Paul) |
| author_facet | Gascón-Corella, E. (Enrique) Miller, P. (Paul) |
| author_sort | Gascón-Corella, E. (Enrique) |
| collection | DSpace |
| description | Reading is a key skill in modern society: not only it is part of a culture, but it even shapes the way we think. However, the understandings, inferences and interpretations of a text vary from person to person. Testing reading is an equally complex process.
Having a task associated with the text at hand may impact the reading process and the strategies used during it. The purpose of this study was to see how these vary when a learner has to only read, compared to when the learner has to face a set of multiple-choice (MC) questions.
For this, nine EFL students in 2nd of ESO – 7th grade were asked to read a B1 level text, five of which had to answer four MC questions, while the other four only had to read; during the task, concurrent verbal protocols were used to determine the reading strategies used, as well as a reading strategy checklist after the task as a form of retrospective data collection.
Results showed that the higher-level learners used more strategies than their lower-level peers, and that the ones that had to answer the MC questions used more strategies, regardless of the proficiency level.
Thus, teaching reading strategies in EFL classes may prove beneficial to boost reading proficiency and text understanding, and adding a set of questions about the text engages more strategies from the learner, further promoting text comprehension. |
| format | info:eu-repo/semantics/masterThesis |
| id | oai:dadun.unav.edu:10171-61934 |
| institution | Universidad de Navarra |
| language | eng |
| publishDate | 2021 |
| record_format | dspace |
| spelling | oai:dadun.unav.edu:10171-619342021-09-07T01:05:20Z Comparison of the strategy use in reading with and without multiple-choice questions Gascón-Corella, E. (Enrique) Miller, P. (Paul) Materias Investigacion::Educación Reading Reading is a key skill in modern society: not only it is part of a culture, but it even shapes the way we think. However, the understandings, inferences and interpretations of a text vary from person to person. Testing reading is an equally complex process. Having a task associated with the text at hand may impact the reading process and the strategies used during it. The purpose of this study was to see how these vary when a learner has to only read, compared to when the learner has to face a set of multiple-choice (MC) questions. For this, nine EFL students in 2nd of ESO – 7th grade were asked to read a B1 level text, five of which had to answer four MC questions, while the other four only had to read; during the task, concurrent verbal protocols were used to determine the reading strategies used, as well as a reading strategy checklist after the task as a form of retrospective data collection. Results showed that the higher-level learners used more strategies than their lower-level peers, and that the ones that had to answer the MC questions used more strategies, regardless of the proficiency level. Thus, teaching reading strategies in EFL classes may prove beneficial to boost reading proficiency and text understanding, and adding a set of questions about the text engages more strategies from the learner, further promoting text comprehension. La lectura es una habilidad clave en la sociedad moderna: no solo es parte de la cultura, sino que incluso modela la forma de pensar. Sin embargo, las inferencias e interpretaciones de un texto cambian de una a otra persona. La evaluación de la lectura es un proceso igualmente complejo. Tener una tarea asociada al texto puede influir en el proceso de lectura y en las estrategias utilizadas. El propósito de este estudio es ver cómo estas varían cuando un estudiante solo lee, frente a uno que tenga que leer y responder a una serie de preguntas de opción múltiple (OM). Para ello, nueve estudiantes de Inglés como Lengua Extranjera de 2º de ESO – 7º Grado leyeron un texto de nivel B1, de los cuales cinco tenían que responder a cuatro preguntas de OM, mientras que los otros cuatro solo tuvieron que leer el texto; durante la tarea, se utilizaron protocolos verbales simultáneos para determinar las estrategias de lectura utilizadas, así como una lista con estrategias de lectura como recogida de datos retrospectiva. Los resultaros mostraron que los estudiantes de nivel más alto usaron más estrategias que los de nivel más bajo, y que aquellos que tuvieron que responder a las preguntas de OM usaron más estrategias de lectura, sin importar el nivel de competencia en inglés. Así pues, la enseñanza explícita de estrategias de lectura en la clase de Inglés como Lengua Extranjera puede ser beneficioso para la competencia y la comprensión lectoras, y además añadir una serie de preguntas sobre el texto facilitaría el uso de más estrategias de lectura, ayudando a una mejor comprensión general de este. 2021-09-06T11:58:01Z 2021-09-06T11:58:01Z 2021 2021 info:eu-repo/semantics/masterThesis https://hdl.handle.net/10171/61934 eng info:eu-repo/semantics/openAccess application/pdf |
| spellingShingle | Materias Investigacion::Educación Reading Gascón-Corella, E. (Enrique) Miller, P. (Paul) Comparison of the strategy use in reading with and without multiple-choice questions |
| title | Comparison of the strategy use in reading with and without multiple-choice questions |
| title_full | Comparison of the strategy use in reading with and without multiple-choice questions |
| title_fullStr | Comparison of the strategy use in reading with and without multiple-choice questions |
| title_full_unstemmed | Comparison of the strategy use in reading with and without multiple-choice questions |
| title_short | Comparison of the strategy use in reading with and without multiple-choice questions |
| title_sort | comparison of the strategy use in reading with and without multiple-choice questions |
| topic | Materias Investigacion::Educación Reading |
| url | https://hdl.handle.net/10171/61934 |
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