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dc.contributor.advisorAyala Zárate, Jair
dc.contributor.authorMiranda E., Alexander
dc.date.accessioned2017-11-02T18:42:32Z
dc.date.available2017-11-02T18:42:32Z
dc.date.created2017
dc.date.issued2017-11-02
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dc.identifier.urihttp://hdl.handle.net/10818/31910
dc.description113 Páginas.es_CO
dc.description.abstractLa comprensión de lectura juega un papel trascendental en el aprendizaje de una lengua. Investigaciones anteriores han resaltado la importancia de estrategias de lectura y cómo los estudiantes deben ser entrenados en cómo aplicarlas para así mejorar su comprensión lectora. Sin embargo, se le ha dado poca atención al uso de la estrategia de relaciones pregunta-respuesta (QAR, por sus siglas en inglés) apoyada por TIC. El presente estudio cualitativo de investigación-acción utilizó diarios de profesor, encuestas y artefactos de estudiantes para recoger la información sobre el impacto de la estrategia QAR, aplicada en textos interactivos cortos, en la comprensión lectora de los estudiantes en un colegio público colombiano. La información fue analizada a través del planteamiento de la teoría fundamentada. Los resultados indicaron que los estudiantes mejoraron sus habilidades de comprensión lectora usando estrategias de lectura y aprendizaje colaborativo durante la clase.; sin embargo, los resultados en las evaluaciones no cambiaron. Esto lleva a la conclusión de que QAR apoyadas por TIC es un método efectivo para la comprensión lectora, no obstante, los estudiantes deben ser entrenados adecuadamente en su uso.es_CO
dc.formatapplication/pdfes_CO
dc.language.isoenges_CO
dc.publisherUniversidad de La Sabanaes_CO
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.sourceUniversidad de La Sabana
dc.sourceIntellectum Repositorio Universidad de La Sabana
dc.subjectComprensión de lectura
dc.subjectNuevas tecnologías de la información y de la comunicación
dc.subjectInnovaciones educativas
dc.titleHow reading comprehension is affected by means of ICT in question-answer relationship strategy in EFL classroomes_CO
dc.typemasterThesises_CO
dc.publisher.programMaestría en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomoes_CO
dc.publisher.departmentDepartamento de Lenguas y Culturas Extranjerases_CO
dc.identifier.local266831
dc.identifier.localTE09351
dc.type.localTesis de maestría
dc.type.hasVersionpublishedVersiones_CO
dc.rights.accessRightsopenAccesses_CO
dc.creator.degreeMagíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomoes_CO


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