Tesis de Pregrado UnACh

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Language: search.filters.language.EnglishSubject: search.filters.subject.MULTIMODALIDADES

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    The effect of multimodalities on reading comprehension in efl students.
    (2017-10)
    Aranda Gutiérrez, Constanza Ester
    ;
    Arteaga Muñoz, Melisa Andrea
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    Martínez García, Jacqueline Abigail
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    Vildósola Campos, Marcela Soledad
    Reading, one of the four skills that students need to develop when learning English as a second language, represents a stressful experience for both students and teachers due to the formers’ low level of reading proficiency when it comes to reading comprehension. However, the task of increasing their reading comprehension cannot be carried out using only one strategy or method since every student is different and has different needs. One approach that seeks to incorporate the different students’ learning styles is multimodality. This quasi-experimental, mixed method study explores the effect of multimodalities on the students’ reading comprehension. The results were obtained from two groups of sixth graders and two groups of eleventh graders.
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    The implementation of multimodalities as an aid for listening comprehension tasks in the english as a foreign language classroom.
    (2016-10)
    González Moyano, Jonathan David
    ;
    Martínez Toledo, Claudia Ivonne
    ;
    Penroz Arias, Karen Michelle
    ;
    Vildósola Campos, Marcela Soledad
    Learning English within the Chilean territory has always been a challenge for students of all ages, especially when it comes to listening comprehension and it has been recently discovered that the use of multimodalities as an aid in the teaching field has been quite successful. Consequently, this quasi-experimental, mixed method study was aimed at finding the best combination of multimodalities in order to improve listening comprehension in English. Two main aspects guided our research. Firstly, the effects of different multimodalities and the combination of them on students’ listening comprehension, as well as the students’ own perception of their listening proficiency before and after the experiment. For this, three different groups of eleventh graders were chosen from two subsidized schools Colegio Alcazares de Ñuble and Colegio Adventista de Chile. The control group was exposed to audio alone, experimental group 1 to audio and pictures and experimental group 2 to audio, pictures and subtitles in the L2. In addition, a Likert Scale test was applied to measure the students’ own perception of their skills to understand audios in English. The findings of our research reported that the combination of audio and image were the most effective multimodalities, which also made a marked improvement in the students’ perception of their own listening abilities.