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dc.contributor.advisorMizuno Haydar, Jorge
dc.contributor.authorBarros Ferrer, José Luis
dc.date.accessioned2018-12-14T14:37:46Z
dc.date.available2018-12-14T14:37:46Z
dc.date.issued2018
dc.identifier.urihttp://hdl.handle.net/10584/8353
dc.descriptionReading is considered instrumental to achieve academic success, especially in tertiary education. However, this skill can have difficulties caused by the learners or the teacher/professor. This research endeavor attempts to analyze those factors related to L2 reading instruction that hinder the development of reading comprehension skills in the aforementioned educational level. Other objectives this project pursues are characterize L2 reading instruction teacher’s methodology; identify the processes that take place when students read as well as their difficulties and how they overcome them. The research type is qualitative, whose design is case study, whose instruments were interview to teacher and students, class observations and think aloud protocol applied to learners. Both actors belong to the fourth semester related to the Foreign Language Teacher Education Program in a public university in Colombia, namely Universidad del Atlántico. The findings were that students were mostly exposed to activities and questions who required them to provide literal answers without requiring extra support, for instance: why or how learners got their answers. Furthermore, the activities involved low- level scaffolding and they rarely were taught reading strategies, most of them lacked knowledge of reading strategies, text structure, vocabulary and topic familiarity. In addition, their teacher seems to lack some reading training. Furthermore, his explanations and instructions occasionally were not clear enough that led to confusion in his learners as well as he does not employ a specific reading instruction approach, for instance: Reciprocal Teaching, Direct Explanation, Questioning the Author, among others.es_ES
dc.formatapplication/pdfes_ES
dc.language.isospaes_ES
dc.publisherUniversidad del Nortees_ES
dc.subjectInglés -- Enseñanzaes_ES
dc.subjectComprensión de lectura -- Inglés -- Enseñanzaes_ES
dc.titleTeaching factors that affect students’ development of reading skills in a Colombian Public Universityes_ES
dc.typemasterThesises_ES
dc.rights.accessRightsopenAccesses_ES
dc.type.hasVersionacceptedVersiones_ES
dc.publisher.programMaestría en la Enseñanza del Ingléses_ES
dc.publisher.departmentInstituto de Idiomases_ES
dc.creator.degreeMagister en la Enseñanza del Ingléses_ES


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