Understanding Spanish university students’ monitoring failures and regulatory actions when reading in EFL

  1. Calvo Valiente, Juan José 1
  2. Gómez López, Ángela 1
  3. Morón Olivares, Eva 1
  1. 1 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

Revista:
IJES: international journal of English studies

ISSN: 1578-7044,  1989-6131

Año de publicación: 2023

Volumen: 23

Número: 1

Páginas: 81-105

Tipo: Artículo

DOI: 10.6018/IJES.528701 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

Otras publicaciones en: IJES: international journal of English studies

Resumen

El presente trabajo analiza los motivos del fracaso del control de comprensión y las acciones reguladoras que realizan los estudiantes universitarios españoles cuando leen en inglés como lengua extranjera (EFL). Se realizaron dos estudios empíricos diferentes pero conectados para obtener datos sobre el comportamiento de los estudiantes durante una tarea de lectura. En el Estudio 1, se evaluó el seguimiento de la comprensión siguiendo el Paradigma de Detección de Errores. Luego, se realizaron entrevistas semiestructuradas para analizar las acciones regulatorias de los sujetos. En el Estudio 2, se propuso un cuestionario para clasificar las acciones de regulación de detección X de los sujetos al leer en inglés como lengua extranjera. Los resultados mostraron que el nivel de seguimiento de la comprensión de los participantes no fue muy alto de acuerdo con otros hallazgos de la literatura. Además, la falta de dominio del idioma podría implicar dificultades adicionales de procesamiento y seguimiento. El cuestionario dio cuenta de un gran porcentaje del comportamiento de los participantes: obstáculos semánticos, detecciones espurias, no relectura, salto de información o no detección. Conocer los obstáculos de lectura de los estudiantes es necesario para los maestros y profesionales para ayudar a los estudiantes a convertirse en lectores efectivos.

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Fuente de los datos: Dialnet