Effect of total physical response strategy in remediating english reading difficulties of spanish speaking learners

Sierra Mansueto, Marvin

dc.contributor.advisor	Cuesta Medina, Liliana Marcela
dc.contributor.author	Sierra Mansueto, Marvin
dc.date.accessioned	2021-03-02T13:33:23Z
dc.date.available	2021-03-02T13:33:23Z
dc.date.issued	2021-02-08
dc.identifier.uri	http://hdl.handle.net/10818/47061
dc.description	138 páginas	es_CO
dc.description.abstract	Global advancements necessitated L2 English acquisition as the world progresses to greater internationalization and towards a more competitive world of standardized comparisons. This study investigated the use of Total Physical Response (TPR) strategy in remediating English reading difficulties of Colombian learners. A three-phase quasi-experimental concurrent-nested mixed methods study was designed to: (1) devise and implement an action/intervention strategy; (2) quantitatively evaluate the intervention conducted; and (3) the qualitatively analyze the verbal and non-verbal responses of the learners towards the intervention. It was found out that the intervention bore significant results to learners’ reading achievement (Z=-3.7) and reading comprehension (Z=-3.9). Further, it was also revealed that reading achievement, unlike reading comprehension, is not influenced by learners’ appraisal of the intervention, and their reading attitude. Meanwhile, results of the qualitative analysis reports that TPR encourages learner engagement and creativity and that it is a challenging pedagogical strategy especially when involving higher grade level learners. The findings of quantitative and qualitative analyses were further corroborated leading to a more meaningful and comprehensive evaluation of TPR as an intervention. This study provides a breakthrough in TPR research from Colombian educational context and is further found significant for English L2 learners and teachers, school administrators, and the entire academic community.	eng
dc.description.abstract	Los avances globales requirieron la adquisición del inglés L2 a medida que el mundo avanza hacia una mayor internacionalización y hacia un mundo más competitivo de comparaciones estandarizadas. Este estudio investigó el uso de la estrategia de Respuesta Física Total (TPR) para remediar las dificultades de lectura en inglés de los estudiantes colombianos. Se diseñó un estudio cuasi experimental de métodos mixtos anidados concurrentes de tres fases para: (1) diseñar e implementar una estrategia de acción / intervención; (2) evaluar cuantitativamente la intervención realizada; y (3) analizar cualitativamente las respuestas verbales y no verbales de los alumnos hacia la intervención. Se descubrió que la intervención arrojó resultados significativos en el rendimiento en lectura (Z = -3.7) y la comprensión de lectura (Z = -3.9) de los estudiantes. Además, también se reveló que el rendimiento en lectura, a diferencia de la comprensión lectora, no se ve influenciado por la valoración de la intervención por parte de los alumnos ni por su actitud lectora. Mientras tanto, los resultados del análisis cualitativo informan que TPR fomenta el compromiso y la creatividad de los estudiantes y que es una estrategia pedagógica desafiante, especialmente cuando se trata de estudiantes de niveles superiores. Los hallazgos de los análisis cuantitativos y cualitativos se corroboraron aún más, lo que condujo a una evaluación más significativa y completa de la TPR como intervención. Este estudio proporciona un gran avance en la investigación de TPR del contexto educativo colombiano y además se considera significativo para los estudiantes y maestros de inglés L2, administradores escolares y toda la comunidad académica.	spa
dc.format	application/pdf	es_CO
dc.language.iso	eng	es_CO
dc.publisher	Universidad de La Sabana	es_CO
dc.rights	Attribution-NonCommercial-NoDerivatives 4.0 Internacional	*
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/4.0/	*
dc.title	Effect of total physical response strategy in remediating english reading difficulties of spanish speaking learners	es_CO
dc.type	masterThesis	es_CO
dc.identifier.local	280948
dc.identifier.local	TE11195
dc.type.hasVersion	publishedVersion	es_CO
dc.rights.accessRights	restrictedAccess	es_CO
dc.subject.armarc	Planificación educativa	spa
dc.subject.armarc	Inglés -- Enseñanza	spa
dc.subject.armarc	Lectura	spa
dc.subject.armarc	Comprensión de lectura	spa
dc.subject.armarc	Estudiantes	spa
dc.subject.armarc	Personal docente	spa
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thesis.degree.discipline	Facultad de Educación	es_CO
thesis.degree.level	Maestría en Didáctica del Inglés para el Aprendizaje Autodirigido (Virtual)	es_CO
thesis.degree.name	Magíster en Didáctica del Inglés para el Aprendizaje Autodirigido	es_CO