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.
Descàrregues
Biografia de l'autor/a
Alejandro Blas Curado-Fuentes, Universidad de Extremadura
Referències
Ackerley, K. (2021). Exploiting a genre-specific corpus for academic writing: Students’ preferences and strategies. In M. Charles, & A. Frankenberg-García (Eds.). Corpora in ESP / EAP writing instruction. Preparation, exploitation, analysis (pp. 78-99). Routledge.
Altun, H. (2021). The learning effect of corpora on strong and weak collocations: Implications for corpus-based assessment of collocation competence. International Journal of Assessment Tools in Education, 8(3), 509-526. https://doi.org/10.21449/ijate.845051
Argyroulis, V. (2022). Investigating student motivation in the use of corpus concordancing in ESP learning at university level. ESP Today, 10(1), 71-98. https://doi.org/10.18485/esptoday.2022.10.1.4
Ballance, O. (2021). Narrow reading, vocabulary load and collocations in context: Exploring lexical repetition in concordances from a pedagogical perspective. ReCALL, 33(1), 4-17. https://doi.org/10.1017/S0958344020000117
Baralt, M. (2012). Coding qualitative data. In A. Mackey, & S. M. Gass (Eds.). Research methods in second language acquisition: A practical guide (pp. 222-244). Wiley-Blackwell.
Belcher, D. (2009). What ESP is and can be: An introduction. In D. Belcher (Ed.), English for specific purposes in theory and practice (pp. 1-19). Michigan ELT.
Boulton, A. (2010). Data-driven learning: Taking the computer out of the equation. Language Learning, 60(3), 534-572. https://doi.org/10.1111/j.1467-9922.2010.00566.x
Boulton, A. (2012). Hands-on/hands-off: Alternative approaches to data-driven learning. In J. Thomas, & A. Boulton (Eds.), Input, process and product: Developments in teaching and language corpora (pp. 152-168). Masaryk University Press.
Boulton, A., & Cobb, T. (2017). Corpus use in language learning: A meta-analysis. Language Learning, 67(2), 1–46. https://doi.org/10.1111/lang.12224
Brown, H. (2017). Cooperation and collaboration in undergraduate EMI: Adapting EAP to the emergence of blended academic norms and practices in a Japanese university. In J. Valcke, & R. Wilkinson (Eds.). Integrating content and language in higher education: Perspectives and professional practice (pp. 151-166). Peter Lang.
Chambers, A. (2022). What is data-driven learning? In A. O`Keeffe, & M. McCarthy (Eds.). The Routledge handbook of corpus linguistics (pp. 416-429). Routledge.
Charles, M. (2012). ‘Proper vocabulary and juicy collocations’: EAP students evaluate do-it-yourself corpus-building. English for Specific Purposes, 31, 93–102. https://doi.org/10.1016/j.esp.2011.12.003
Charles, M. (2022). The gap between intentions and reality: Reasons for EAP writers’ non-use of corpora. Applied Corpus Linguistics, 2(1), 100032. https://doi.org/10.1016/j.acorp.2022.100032
Charles, M., & Frankenberg-García, A. (2021). Introduction. In M. Charles, & A. Frankenberg-García (Eds.). Corpora in ESP / EAP writing instruction. Preparation, exploitation, analysis (pp. 1-9). Routledge.
Choubsaz, Y., Jalilifar, A., & Boulton, A. (2023). A longitudinal study of highly cited papers in four CALL journals. ReCALL, 1-18. https://doi.org/10.1017/S0958344023000137
Council of Europe. (2018). Common European framework of reference for languages. Language policy unit. Retrieved from https://rm.coe.int/16802fc1bf
Crosthwaite, P. & Baisa, V. (2023). Generative AI and the end of corpus-assisted data-driven learning? Not so fast! Applied Corpus Linguistics, 3(3). https://doi.org/10.1016/j.acorp.2023.100066
Curado Fuentes, A. (2015). Exploiting keywords in a DDL approach to the comprehension of news texts by lower-level students. In A. Lenko-Szymanska, & A. Boulton (Eds.). Multiple affordances of language corpora for data-driven learning (pp. 177-198). John Benjamins.
Curado Fuentes, A. (2023). Corpus affordances in foreign language reading comprehension. In K. Harrington, & P. Ronan (Eds.). Demystifying corpus linguistics for English language teaching (pp. 99-118). Palgrave MacMillan.
Flowerdew, L. (2015). Corpus-based research and pedagogy in EAP: From lexis to genre. Language Teaching, 48(1), 99-116. https://doi.org/10.1017/S0261444813000037
Frankenberg-García, A. (2012). Learners’ use of corpus examples. International Journal of Lexicography, 25(3), 273–296. https://doi.org/10.1093/ijl/ecs011
Friginal, E. (2018). Corpus linguistics for English teachers: New tools, online resources, and classroom activities. Routledge
Grabe, W., & Stoller, F. (2013). Teaching and researching reading (2nd ed.). Routledge.
Hadley, G., & Charles, M. (2017). Enhancing extensive reading with data-driven learning. Language Learning & Technology, 21(3), 131–152. https://doi.org/10125/44624
Hadley, G., & Hadley, H. (2021). Exploring the impact of data-driven learning in extensive reading. In P. Pérez-Paredes, & G. Mark (Eds.). Beyond concordance lines: Corpora in language education (pp. 149-176). John Benjamins.
Han, F. (2021). The relations between motivation, strategy use, frequency, and proficiency in foreign language reading: an investigation with university English language learners in China. Foreign Language in a Global Nexus, 1-12 https://doi.org/10.1177/21582440211008423
Hirata, Y., & Thompson, P. (2022). Communicative data-driven learning: A two-year pilot study. ELT Journal, 76(3), 365-366. https://doi.org/10.1093/elt/ccab066
Hyland, K., & Tse, P. (2009). Academic lexis and disciplinary practice: Corpus evidence for specificity. International Journal of English Studies, 9(2), 111–129. Retrieved from https://revistas.um.es/ijes/article/view/90781
IDEAL Desktop Project. (2020). Desktop research and needs analysis on the mapping of content for digitally competent language teachers. Erasmus+ Project. Retrieved from http://ideal-project.eu/
Ismayilli Karakoç, A., Ruegg, R., & Gu, P. (2022). Beyond comprehension: Reading requirements in first-year undergraduate courses. Journal of English for Academic Purposes, 55. https://doi.org/10.1016/j.jeap.2021.101071.
Jin, T., Jiang, Y., Mingyue Gu, M., & Chen, J. (2022). “Their encouragement makes me feel more confident”: Exploring peer effects on learner engagement in collaborative reading of academic texts. Journal of English for Academic Purposes, 60, 101-117. https://doi.org/10.1016/j.jeap.2022.101177
Johns, T. (1994). From printout to handout: Grammar and vocabulary teaching in the context of data-driven learning. In T. Odlin (Ed.), Perspectives on pedagogical grammar (pp. 27-45). Cambridge University Press.
Jones, R. H., & Hafner, C. A. (2012). Understanding digital literacies: A practical introduction. Routledge.
Kuteeva, M., & Airey, J. (2014). Disciplinary differences in the use of English in Higher Education: Reflections on recent language policy developments. Higher Education, 67, 533-549. https://doi.org/10.1007/s10734-013-9660-6
Lai, C. (2015). Modeling teachers' influence on learners' self-directed use of technology for language learning outside the classroom. Computers & Education, 82, 74-83. https://doi.org/10.1016/j.compedu.2014.11.005
Laufer, B., & Cobb, T. (2019). How much knowledge of derived words is needed for reading? Applied Linguistics, 41(6), 1–29. https://doi.org/10.1093/applin/amz051
Laufer, B., & Ravenhorst-Kalovski, G. C. (2010). Lexical threshold revisited: Lexical text coverage, learners’ vocabulary size and reading comprehension. Reading in a Foreign Language, 22, 15–30.
Lee, S., Kim, S., & Jung, Y. (2019). Effects of DDL approach on English productive and receptive vocabulary knowledge and reading ability. The Journal of Studies in Language, 35(3): 341-360. https://dx.doi.org/10.18627/jslg.35.3.201911.341
Mancho-Barés, G., & Llurda, E. (2013). Internationalization of business English communication at university: A threefold needs analysis. Ibérica, 26, 151-170. Retrieved from https://revistaiberica.org/index.php/iberica/article/view/277
Mokhtari, K., & Reichard, C. (2002). Assessing students' metacognitive awareness of reading strategies. Journal of Educational Psychology, 2, 249-259. https://doi.org/10.1037/0022-0663.94.2.249
Nagy, W. E., and Townsend, D. (2012). Words as tools: “Learning academic vocabulary” as language acquisition. Reading Research Quarterly, 47(1), 91–108. https://doi.org/10.1002/RRQ.011
Nation, I.S.P., & Coady, J. (1988). Vocabulary and reading. In R. Carter & M. McCarthy (Eds.), Vocabulary and language teaching (pp. 97–110). Routledge.
Ohata, K., & Fukao, A. (2014). L2 learners’ conceptions of academic reading and themselves as academic readers. System, 42, 81-92. https://doi.org/10.1016/j.system.2013.11.003" target="_blank">https://doi.org/10.1016/j.system.2013.11.003
Paesani, K., & Menke, M. (2023). Literacies in language education: A guide for teachers and teacher educators. Washington D.C.: Georgetown University Press.
Paltridge, B., Starfield, S., & Tardy, C. M. (2016). Ethnographic perspectives on academic writing.Oxford University Press.
Pérez-Basanta, C. (2005). Assessing the receptive vocabulary of Spanish students of English philology: An empirical investigation. In E. Martínez-Dueñas (Ed.). Towards an understanding of the English language, past, present and future: Studies in honour of Fernando Serrano (pp. 545–564). Universidad de Granada.
Pérez-Paredes, P. (2019). A systematic review of the uses and spread of corpora and data-driven learning in CALL research during 2011–2015. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2019.1667832
Pérez-Paredes, P. (2024). Data-driven learning in informal contexts? Embracing Broad Data-driven learning (BDDL) research. In P. Crosthwaite (Ed.). Corpora for language learning: Bridging the research-practice divide. Routledge.
Pérez-Paredes, P., Ordoñana Guillamón, C., Van de Vyver, J., Meurice, A., Aguado Jiménez, P., Conole, G., Sánchez Hernández, P. (2019). Mobile data-driven language learning: Affordances and learners’ perception. System, 84, 145-159. https://doi.org/10.1016/j.system.2019.06.009
Philip, G. (2010). Classroom concordancing in the 21st century: The new generation. Language Forum, 36(2), 1-20.
Ronan, P. (2023). Learning to teach EFL with corpus linguistics approaches: A survey of teacher training students’ attitudes. In K. Harrington, & P. Ronan (Eds.). Demystifying corpus linguistics for English language teaching (pp. 19-38). Palgrave MacMillan.
Schroer, W. (2008). Defining, managing, and marketing to generations X, Y, and Z. The Portal, 10, 9-15. Retrieved from https://www.yumpu.com/en/document/view/10000289/defining-managing-and-marketing-to-generations-x-y-and-z-iam
Song, T., & Reynolds, B. L. (2022). The effects of lexical coverage and topic familiarity on the comprehension of L2 expository texts. Tesol Quarterly, 56(2), 763–774. https://doi.org/10.1002/tesq.3100
Steel, C. (2016). Students' perspectives on the affordances and constraints of using mobile devices and applications for learning languages. In A. Gimeno, M. Levy, F. Blin, & D. Barr (Eds.), Worldcall: Sustainability and computer-assisted language learning (pp. 230-243). Bloomsbury.
Tate, T., & Warschauer, M. (2022). Digital tools for promoting social reading. In M. Brooke, S. Zhu, A. Ramanujan, T. Smotrova, S. Sim (Eds.), Selected papers from the 6th CELC symposium for English language teachers (pp. 4-17). Centre for English Language Communication.
Templeton, J., & Timmis, I. (2023). A flexible framework for integrating DDL. In K. Harrington, & P. Ronan (Eds.), Demystifying corpus linguistics for English language teaching (pp. 39-58). Palgrave MacMillan.
Timmis, I. (2015). Corpus linguistics for ELT: Research and practice. Routledge.
Verifica Report (2008). Informe Verifica del grado de Administración y Empresa de la Universidad de Extremadura. ANECA. Retrieved from https://www.unex.es/conoce-la-uex/centros/ciencias/sgic/comision-de-calidad-de-las-titulaciones/MFPES/inf_ANECA
Xiangming, L., Liu, M., & Zhang, C. (2020). Technological impact on language anxiety dynamic. Computers & Education, 150, 1-12. https://doi.org/10.1016/j.compedu.2020.103839" target="_blank">https://doi.org/10.1016/j.compedu.2020.103839
Xu, M., Xiao, C., Xiaobin, L., Xiaoyue, L., Qiaoxin, Z. (2019). Using corpus-aided data-driven learning to improve Chinese EFL learners’ analytical reading ability. In S. K.S. Cheung, J. Jiao, L. Lee, X. Zhang, K.C. Li, Z. Zhan (Eds.). Technology in education. Pedagogical innovations (pp. 15-26). Springer.
Zhang, M. (2013). The application of corpus tools in the teaching of discipline-specific academic vocabulary: A case study for information. International Journal of Computer-Assisted Language Learning and Teaching, 3(4), 33-47. https://dx.doi.org/10.4018/ijcallt.2013100104
Zhang, D., Hennessy, S., & Pérez-Paredes, P. (2023). An investigation of Chinese EFL learners’ acceptance of mobile dictionaries in English language learning. Computer Assisted Language Learning. https://dx.doi.org/10.1080/09588221.2023.2189915
Descàrregues
Publicades
Com citar
-
Resum113
-
PDF 75
-
HTML 16
-
EPUB 7
Número
Secció
Llicència
Drets d'autor (c) 2024 Alejandro Blas Curado-Fuentes
Aquesta obra està sota una llicència internacional Creative Commons Reconeixement-SenseObraDerivada 4.0.
Els articles publicats en aquesta revista estan subjectes als termes següents:
1. La Universitat de València és l’editora de Research in Education and Learning Innovation Archives. La revista conserva els drets patrimonials (copyright) del que es publica en la revista, si bé permet i propicia la reutilització d’aquests escrits sota una llicència copyleft.
2. Els textos publicats en aquesta revista estan –si no s’indica el contrari– sota una llicencia Reconeixement-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0).
La revista anima els seus autors a difondre i donar major visibilitat a les recerques que publique en Research in Education and Learning Innovation Archives, de manera que els informa que en publicar amb nosaltres:
- L’autor conserva els drets d’autor encara que cedeix a la revista el dret de la primera publicació.
- El treball es publica amb una llicencia Reconeixement-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0).
- Autoarxiu: s’autoritza i recomana als autors difondre el seu treball en Internet en repositoris institucionals i altres pàgines personals o institucionals, per afavorir la seua visibilitat i citació, sempre indicant clarament que el treball es va publicar per primera vegada en aquesta revista.
Articles similars
Fer una tramesa
Llengua
Informació
Paraules clau
