Competencia lectora digital en inglés para ADE y Turismo: La importancia de las microdestrezas para los planes de estudios
DOI:
https://doi.org/10.7203/realia.33.27586Palabras clave:
applied linguistics, teaching, learning
Resumen
Un rendimiento de lectura óptimo es deseable como objetivo clave en los grados universitarios y sin embargo, el enfoque de las investigaciones es mucho menor en la lectura académica digital que en las destrezas de escritura (Boulton & Cobb, 2017; Pérez-Paredes, 2019; Curado-Fuentes, 2023). Este artículo analiza el desarrollo de habilidades de lectura digital en inglés en la universidad. Esta investigación sigue un método mixto de análisis en dos años académicos (2021 y 2022) con estudiantes de primer curso en el doble grado de Administración y Dirección de Empresas y Turismo de la Universidad de Extremadura. Los dos grupos utilizaron diferentes herramientas digitales a lo largo de sesiones de lectura de cuatro semanas y se evaluó su comprensión lectora antes y después de las sesiones. Además, los estudiantes cumplimentaron cuestionarios después de las actividades. Se comparó el uso de técnicas de aprendizaje digital basado en datos (DDL) por parte de los alumnos con otros tipos de herramientas en línea. También se realizaron algunas entrevistas con los estudiantes al final de un curso. Los resultados de las pruebas indican mejoras significativas en la comprensión lectora en ambos años, mientras que no se encuentra diferencia significativa entre los dos años académicos. En el segundo curso, la herramienta DDL fue mucho más favorable, junto con el uso de diccionarios online, y los estudiantes se mostraron más abiertos al trabajo de comprensión lectora. En general, se observa que la lectura de textos académicos puede fomentarse mediante el empoderamiento de los alumnos con meta-cognición fomentada a través de microdestrezas específicas de lectura digital.
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Biografía del autor/a
Alejandro Blas Curado-Fuentes, Universidad de Extremadura
Citas
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