Competència lectora digital en anglès per a ADE i Turisme: La importància de les microdestreses per als plans d’estudis
DOI:
https://doi.org/10.7203/realia.33.27586Paraules clau:
applied linguistics, teaching, learning
Resum
Malgrat que en els graus universitaris és un objectiu clau desitjable un rendiment de lectura òptim, la recerca se centra molt menys en la lectura acadèmica digital que en les destreses d’escriptura. (Boulton & Cobb, 2017; Pérez-Paredes, 2019; Curat-Fonts, 2023). Aquest article analitza el desenvolupament de les habilitats de lectura digital en anglès en la universitat. La recerca segueix un mètode mixt d'anàlisi en dos anys acadèmics (2021 i 2022) amb estudiants de primer curs en el doble grau d'Administració i Direcció d'Empreses i Turisme de la Universitat d'Extremadura. Els dos grups van utilitzar eines digitals diferents durant sessions de lectura realitzades al llarg de quatre setmanes i se'ls va avaluar la comprensió lectora abans i després de les sessions. A més, els estudiants van emplenar qüestionaris després de les activitats. Es va comparar l'ús que van fer de tècniques d'aprenentatge digital basat en dades (DDL) amb altres tipus d'eines en línia. També es van realitzar algunes entrevistes amb els estudiants al final d'un curs. Els resultats de les proves van indicar millores significatives en la comprensió lectora en tots dos anys i que no hi havia diferència significativa entre l’un i l’altre. Al segon curs acadèmic, l'eina DDL va ser molt més favorable, juntament amb l'ús de diccionaris en línia, i els estudiants es van mostrar més oberts al treball de comprensió lectora. En general, s'observa que la lectura de textos acadèmics es pot promoure mitjançant l'empoderament dels alumnes amb metacognició fomentada a través de microdestreses específiques de lectura digital.
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Biografia de l'autor/a
Alejandro Blas Curado-Fuentes, Universidad de Extremadura
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Drets d'autor (c) 2024 Alejandro Blas Curado-Fuentes
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