Digital reading in English for Business Management and Tourism: The importance of micro-skills for the curriculum

Authors

DOI:

https://doi.org/10.7203/realia.33.27586

Keywords:

applied linguistics, teaching, learning

Abstract

An optimal reading performance is key in university degrees, and yet, the research focus on digital academic reading is much smaller than on writing skills (Boulton & Cobb, 2017; Pérez-Paredes, 2019; Curado-Fuentes, 2023). This paper focuses on analyzing learners’ development of digital reading skills in English at university. The study has been conducted as a mixed-methods analysis in two consecutive academic years (2021 and 2022) with first-year students in the double degree of Business Management and Tourism at the University of Extremadura. The two groups used different digital tools along 4-week reading sessions and were tested on their reading comprehension before and after the sessions. Additionally, students answered various questionnaires about the activities. Learners’ use of digital data-driven learning (DDL) techniques was combined with other types of online tools. Some face-to-face interviews with students were also conducted at the end of one course. The results from the tests indicated significant reading comprehension improvements in both years, whereas no significant difference between the two years was found. In the second academic year, the DDL tool was favored much more, in addition to online dictionaries, and students were more open to reading comprehension work. Overall, it is found that the reading of academic texts can be fostered by empowering learners with meta-cognition via specific digital reading micro-skills.

Downloads

Download data is not yet available.

Author Biography

Alejandro Blas Curado-Fuentes, Universidad de Extremadura

Alejandro Curado Fuentes is an Associate professor in the Department of English Philology at University of Extremadura.

References

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

Downloads

Published

2024-07-22

How to Cite

Curado-Fuentes, A. B. (2024). Digital reading in English for Business Management and Tourism: The importance of micro-skills for the curriculum. Research in Education and Learning Innovation Archives, (33). https://doi.org/10.7203/realia.33.27586
Metrics
Views/Downloads
  • Abstract
    113
  • PDF
    74
  • HTML
    16
  • EPUB
    7

Issue

No. 33 (2024)

Section

THEMATIC ISSUES

License

Copyright (c) 2024 Alejandro Blas Curado-Fuentes

Creative Commons License

This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.

Authors who publish with this journal agree to the following terms:

  1. The Universitat de València is the editor of Research in Education and Learning Innovation Archives (REALIA) and retains the copyright of all that is published in the journal, while it allows and favours reuse under a copyleft license.
  2. The originals published in this journal are – unless otherwise specified – under a Creative Commons License: Attribution-NonComercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0).

Research in Education and Learning Innovation Archives (REALIA) encourages authors to disseminate and give visibility to their research published in this journal. For this, REALIA wishes to inform that:

  1. Authors retain copyright and grant the journal right of first publication.
  2. The work is simultaneously licensed under a Creative Commons Attribution License: Attribution-NonComercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0).
  3. Self-archive: Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their website) to promote greater visibility and citation, with an acknowledgement of its first publication in this journal.

Metrics