TOPIC: INFLUENCE OF MULTIMEDIA RESOURCES IN THE...

Front Page

UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

ESCUELA DE LENGUAS Y LINGÜÍSTICA PROYECTO EDUCATIVO

PREVIO A LA OBTENCIÓN DEL TÍTULO DE

LICENCIADA EN CIENCIAS DE LA EDUCACIÓN

MENCIÓN: INGLES

TOPIC:

INFLUENCE OF MULTIMEDIA RESOURCES IN THE

DEVELOPMENT OF READING COMPREHENSION

PROPOSAL:

VIRTUAL CLASSROOM WITH READING EXERCISES.

RESEARCHER: PÉREZ ESPINOZA MARJORIE IVONE

ACADEMIC CONSULTANT: MSC. GALO RAFAEL DONOSO NOBOA

GUAYAQUIL-ECUADOR 2019

ii

UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA

EDUCACIÓN

ESCUELA DE LENGUAS Y LINGÜÍSTICA

BOARD OF DIRECTORS

___________________________ ________________________ Ab. Jacinto Calderón Vallejo, Msc. Dr. José Zambrano García, Msc.

DEAN DEPUTY DEAN

__________________________ ______________________________ Ing. Carlos Valle Navarro, MSC Ab. SEBASTIÁN CADENA A.

DIRECTOR SECRETARY

iii

Tutor certificate

Guayaquil, 19 de Febrero del 2019

ING. CARLOS VALLE NAVARO, MSC DIRECTOR (E) CIFI CARRERA DE LENGUAS Y LINGÜÍSTICA FACULTAD DE FILOSOFÍA LETRAS Y CIENCIAS DE LA EDUCACIÓN UNIVERSIDAD DE GUAYAQUIL Ciudad.-

De mis consideraciones:

Envío a Ud. el Informe correspondiente a la tutoría realizada al Trabajo de Titulación T influence of multimedia resources in the development of reading comprehension de la estudiante Marjorie Ivone Perez Espinoza, indicando ha cumplido con todos los parámetros establecidos en la normativa vigente:

• El trabajo es el resultado de una investigación.

• El estudiante demuestra conocimiento profesional integral.

• El trabajo presenta una propuesta en el área de conocimiento.

• El nivel de argumentación es coherente con el campo deconocimiento.

Adicionalmente, se adjunta el certificado de porcentaje de similitud y la valoración del trabajo de titulación con la respectiva calificación.

Dando por concluida esta tutoría de trabajo de titulación, CERTIFICO, para los fines pertinentes, que el estudiante está apto para continuar con el proceso de revisión final.

Atentamente,

______________________________ Lcdo. GALO RAFAEL DONOSO NOBOA Msc. TUTOR DE TRABAJO DE TITULACIÓN C.I. 0919552422

iv

DEDICATION

I thank my God and Lord for giving me strength in all the

moments to carry out this research, providing me wisdom and

willingness. I also appreciate my husband’s support, because he

has helped me, cheering me to finish this project. Furthermore,

I thank my parents for their great effort supporting me and

encouraging me to continue to finish my career. I also thank my

tutor of the project because of his patience and guide during all

the research.

ACKNOWLEDGEMENT

I thank my university partners because of their support

and help during our career development. Indeed because of the

moments we have gotten on together. And all the people who

were with me supporting and guiding making this research

possible.

Ivone Pérez Espinoza

v

Índex

Front Page .................................................................................................. i

Board of Directors ....................................................................................... ii

Tutor certificate .......................................................................................... iii

Dedication .................................................................................................. iv

Acknowledgement ...................................................................................... iv

Índex .......................................................................................................... v

Index of chart ............................................................................................. ix

Index of table ............................................................................................. ix

Index of graphic ......................................................................................... x

Repositorio Nacional ................................................................................. xii

Abstract .................................................................................................... xiii

Resumen ................................................................................................. xiv

Introduction ................................................................................................ 1

CHAPTER I

THE PROBLEM

Context of the Research ............................................................................ 2

The Conflict Situation ................................................................................. 2

Scientific Facts ........................................................................................... 3

Causes ....................................................................................................... 3

Formulation of the Problem ........................................................................ 4

Objectives of the Investigation ................................................................... 4

General Objective ...................................................................................... 4

vi

Specific Objectives ..................................................................................... 5

Research Questions .................................................................................. 5

Justification ................................................................................................ 6

CHAPTER II

THEORETICAL FRAMEWORK

Background ................................................................................................ 7

Theoretical Foundations ............................................................................ 8

Reading Comprehension ........................................................................... 8

Definition .................................................................................................... 8

Importance ............................................................................................... 10

Techniques .............................................................................................. 12

Types of Reading Comprehension ........................................................... 14

Reading in Second Language Acquisition ............................................... 16

Multimedia Resources ............................................................................. 18

Definition .................................................................................................. 18

Importance ............................................................................................... 19

Multimedia Resources in Education ......................................................... 20

Multimedia Resources in Language Acquisition....................................... 21

Multimedia Resources in Reading Comprehension ................................. 23

Pedagogical Foundation .......................................................................... 23

Teaching english as a Foreign Language ................................................ 23

Audio-lingual Method ............................................................................... 24

Structural Oral Situation Approach ........................................................... 24

Communicative Language Teaching ........................................................ 24

vii

Grammatical Competence ....................................................................... 25

Sociolinguistic Competence ..................................................................... 25

Discourse Competence ............................................................................ 26

Strategic Competence ............................................................................. 26

Technological Foundation ........................................................................ 26

Tecnological Tools for English Teachers ................................................. 26

Stimulating Teacher Capacities ............................................................... 26

Building and Use of Hardware ................................................................. 27

Motivating the Use of Software ................................................................ 27

Psychological Foundation ........................................................................ 27

Philosophical Foundation ......................................................................... 28

Constructivism in Education ..................................................................... 28

Legal Foundation ..................................................................................... 29

CHAPTER III

METHODOLOGY, ANALYSIS AND INTERPRETATION OF THE

RESULTS

Methodological Design ............................................................................. 31

Applied Investigation ................................................................................ 31

Field research .......................................................................................... 31

Descriptive Investigation .......................................................................... 32

Explanatory Investigation ......................................................................... 32

Project Proposal ....................................................................................... 33

Population and sample ............................................................................ 33

Sample ..................................................................................................... 33

viii

Operalization of Variables ........................................................................ 34

Methods of the Investigation .................................................................... 35

Empirical Method ..................................................................................... 35

Theoretical Methods ................................................................................ 35

Deductive Method .................................................................................... 35

Inductive Method ...................................................................................... 35

Statistic Method ....................................................................................... 36

Types of Investigation .............................................................................. 36

Techniques and Empiric Instruments ....................................................... 37

Surveys .................................................................................................... 37

Interview .................................................................................................. 37

Director’s Interview .................................................................................. 39

Teacher’s Interview .................................................................................. 40

Analysis of Results ................................................................................... 41

Survey of Students ................................................................................... 41

Chi Square ............................................................................................... 51

Relationship between the variables ......................................................... 52

CHAPTER IV

PROPOSAL

Justification .............................................................................................. 53

Objectives ................................................................................................ 54

General Objective .................................................................................... 54

Specific Objectives ................................................................................... 54

Theoretical Aspects ................................................................................. 54

ix

Pedagogical Aspects ............................................................................... 54

Philosophical Aspects .............................................................................. 55

Technological Aspects ............................................................................. 55

Psychological Aspects ............................................................................. 55

Feasibility ................................................................................................. 56

Financial .................................................................................................. 56

Technical ................................................................................................. 56

Human ..................................................................................................... 56

Description of the Guide .......................................................................... 56

Summary ................................................................................................. 57

Conclusions and Recommedations .......................................................... 57

Conclusions ............................................................................................. 57

Recommendations ................................................................................... 58

Virtual Classroom ..................................................................................... 59

Reading Comprehension Virtual Classroom ............................................ 59

Bibliography ............................................................................................. 82

Index of chart

Chart Nº 1 - Distribution of population. .................................................... 33

Chart Nº 2 - OPeralization of variables .................................................... 34

Index of table

Table Nº 1 – When I read a text, I understand just a bit about the topic. 41

Table Nº 2 - I can predict new words meaning during a reading exercise.

................................................................................................................. 42

x

Table Nº 3 - If I do not understand a text, I lose motivation for learning about

a topic. ..................................................................................................... 43

Table Nº 4 - I use my background in order to understand texts I read. .... 44

Table Nº 5 - During an English lesson, multimedia resources are frequently

used. ........................................................................................................ 45

Table Nº 6 - I manage multimedia resources with helpful reading techniques

to comprehend a text. .............................................................................. 46

Table Nº 7 - I am able to choose proper devices that improve my English

Language Acquisition. .............................................................................. 47

Table Nº 8 - Audiovisual resources are part of Reading comprehension

exercises .................................................................................................. 48

Table Nº 9 - I want to be capable of managing a virtual classroom that helps

me to understand a text using different tips. ............................................ 49

Table Nº 10 - I would like to obtain different Reading Comprehension

techniques through a virtual classroom. ................................................... 50

Index of graphic

Graphic Nº 1 – When I read a text, I understand just a bit about the topic.

................................................................................................................. 41

Graphic Nº 2 – I can predict new words meaning during a reading exercise.

................................................................................................................. 42

Graphic Nº 3 – If I do not understand a text, I lose motivation for learning

about a topic. ........................................................................................... 43

Graphic Nº 4 – I use my background in order to understand texts I read.44

Graphic Nº 5 – During an English lesson, multimedia resources are

frequently used. ....................................................................................... 45

Graphic Nº 6 – I manage multimedia resources with helpful reading

techniques to comprehend a text. ............................................................ 46

xi

Graphic Nº 7 – I am able to choose proper devices that improve my English

Language Acquisition. .............................................................................. 47

Graphic Nº 8 – Audiovisual resources are part of Reading comprehension

exercises .................................................................................................. 48

Graphic Nº 9 – I want to be capable of managing a virtual classroom that

helps me to understand a text using different tips. ................................... 49

Graphic Nº 10 – I would like to obtain different Reading Comprehension

techniques through a virtual classroom. ................................................... 50

xii

Repositorio Nacional

REPOSITORIO NACIONAL EN CIENCIA Y

TECNOLOGÍA

FICHA DE REGISTRO DE TESIS/TRABAJO DE GRADUACIÓN

TÍTULO Y SUBTÍTULO: Influence of multimedia resources in the development of readingcomprehension. PROPOSAL: Virtual classroom with reading exercises.

AUTOR: Marjorie Ivone Perez Espinoza

REVISOR/TUTOR: Lcdo. GALO RAFAEL DONOSO NOBOA Msc.

INSTITUCIÓN: Universidad de Guayaquil

UNIDAD/FACULTAD: FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

MAESTRÍA/ESPECIALIDAD: Licenciatura en Ciencias de la Educación Mención Lengua Inglesa y Lingüística

GRADO OBTENIDO: Tercer Nivel

FECHA DE PUBLICACIÓN: 2019 No. DE PÁGINAS:

ÁREAS TEMÁTICAS: Enseñanza de la lengua inglesa.

PALABRAS CLAVES/ KEYWORDS:

Multimedia Resources, Reading Comprehension, Virtual Classroom

RESUMEN/ABSTRACT: During the process of the research, was investigated the influence of multimedia resources in reading comprehension in students of the First Course of baccalaureate of the Educational Institution “26 de Septiembre”, zonal coordination 5, District 09, province of Guayas, school year 2018-2019. It was necessary to identify the characteristics of the conflict situation through different methodologies of investigation as the observation, a survey and an interview to the teachers. It is evident the improper use of strategies for improving reading comprehension, so students are not able to manage a text and take advantage of the benefits of this skill. After the study of different aspects and theories, it has been concluded that reading comprehension can be developed through a virtual classroom based on the use of multimedia resources with reading exercises. These exercises apply a sort of strategies and techniques useful for students’ language acquisition through their understanding while they read. Finally, it is evident that teachers’ role is important during the development of the virtual classroom in students. They have to show the significance of the multimedia resources during English learning and check periodically students’ progress of the exercises of reading comprehension.

ADJUNTO PDF: SI NO

CONTACTO CON AUTOR/ES: Teléfono: 0960413756 E-mail: [email protected]

CONTACTO CON LA INSTITUCIÓN:

Nombre: Secretary of the school of languages and linguistics.

Teléfono: (04)2294888

E-mail: ugrector @ug.edu.ec

xiii


FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN


CAREER: Lenguas y Lingüística TOPIC: Influence of multimedia resources in the development ofreading comprehension. PROPOSAL: Virtual classroom with reading exercises.TUTOR: Msc. GALO RAFAEL DONOSO NOBOA

ABSTRACT

During the process of the research, was investigated the influence of

multimedia resources in reading comprehension in students of the

First Course of baccalaureate of the Educational Institution “26 de

Septiembre”, zonal coordination 5, District 09, province of Guayas,

school year 2018-2019. It was necessary to identify the characteristics of

the conflict situation through different methodologies of investigation as

the observation, a survey and an interview to the teachers. It is evident

the improper use of strategies for improving reading comprehension, so

students are not able to manage a text and take advantage of the

benefits of this skill. After the study of different aspects and theories, it

has been concluded that reading comprehension can be developed

through a virtual classroom based on the use of multimedia resources with

reading exercises. These exercises apply a sort of strategies and

techniques useful for students’ language acquisition through their

understanding while they read. Finally, it is evident that teachers’ role

is important during the development of the virtual classroom in students.

They have to show the significance of the multimedia resources during

English learning and check periodically students’ progress of the

exercises of reading comprehension.

Reading Comprehension Virtual Classroom Multimedia Resources

xiv

UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN


CARRERA: Lenguas y Lingüística TEMA: Influencia de los recursos multimedia en el desarrollo de lacomprensión lectora. PROPUESTA: Aula virtual con ejercicios de comprensión lectora. TUTOR: MSC. GALO RAFAEL DONOSO NOBOA

RESUMEN

Durante el proceso de la investigación, se analizó la influencia de los

recursos multimedia en la comprensión lectora en estudiantes del Primer

año de bachillerato de la Unidad Educativa “26 de Septiembre”,

coordinación zonal 5, Distrito 09, provincia del Guayas, año escolar 2018-

2019. . Fue necesario identificar las características de la situación conflicto

a través de diferentes metodologías de investigación como la observación,

la encuesta y una entrevista a los maestros. Es evidente el uso inadecuado

de las estrategias para mejorar la comprensión de lectura, por lo que los

estudiantes no pueden manipular un texto y aprovechar los beneficios de

la habilidad lectora. Después del estudio de diferentes aspectos y teorías,

se llegó a la conclusión de que la comprensión de la lectura se puede

desarrollar a través de un aula virtual basada en el uso de recursos

multimedia con ejercicios de lectura. Estos ejercicios aplican una especie

de estrategias y técnicas útiles para la adquisición del lenguaje de los

estudiantes a través de la comprensión mientras leen. Finalmente, es

evidente que el rol de los maestros es importante durante el desarrollo del

aula virtual en los estudiantes. Deben de demostrar la importancia de los

recursos multimedia durante el aprendizaje del inglés y verificar

periódicamente el progreso de los estudiantes en los ejercicios de

comprensión de lectura.

Comprensión lectora Aula virtual Recursos Multimedia

INTRODUCTION

English Learning Acquisition involves an intercultural knowledge necessary

in education, since to learn English is no longer a luxury but rather a

necessity for success professional and academically. In addition, English

language learning is known internationally, in communications, commercial,

technological and scientific fields.

As result, this project is focused on the study of reading comprehension

during English learning acquisition. The research was selected in order to

improve students reading comprehension through a virtual classroom,

showing the importance of new technologies in education and in learning a

new language.

CHAPTER I: THE PROBLEM During the development of the problem, we

researched about context of the investigation, conflict situation, the causes

of the problematic, problem of the investigation, the objective as general

objective and specific objectives, and questions of the investigation.

CHAPTER II: THEORETICAL FRAME Theoretical framework is related to

the studies made before around the problem, also the background and its

development, theoretical foundations of the dependent and independent

variables. Furthermore, epistemology foundations, pedagogical

foundations, sociological foundations, legal foundations, psychological

foundations have been studied.

CHAPTER III: METHODOLOGY During methodology, the population and

sample have been studied through different types of investigation and

methods, instruments and techniques of the investigation. Also, the

operationalization of variables has been shown, the analysis and

interpretation of the results, chi square, conclusion and recommendations.

CHAPTER IV: THE PROPOSAL In this chapter the justification, general

objective, specific objectives of the proposal have been shown. Indeed the

description of the proposal, theoretical aspects, feasibility of its application,

financial, technique, human and conclusions.

1

2

CHAPTER I

THE PROBLEM

CONTEXT OF THE RESEARCH

In Balzar city, Guayas province, there is an Educational Institution called

“26 de Septiembre”, which is the most emblematic school of the north zone.

It is the leader of the advances in educational projects directed to the

intellectual development of the students. This institution, located between

Avenida Del Estudiante y Vinces, belongs to the District 13, Zone 5. It

started on April 22nd 1957.

Its principal, teacher Dalila Gabriela Olvera Chavez has indicated

that this high school has one thousand five hundred eighty students, with

an average of forty seven students per course, making a total of thirty

courses. It also has 200 teachers and seven English teachers. The school

works only in the morning and offers the BGU (General Unified

Baccalaureate)

According to the government curriculum, students have five weekly

hours of English lessons. Also, there is an audiovisual classroom in the

institution; it has a projector which is used by the teachers to have interactive

lessons. The high school has also an open house every year in which the

abilities of the students are shown. During the open house, teachers train

students to make different kinds of oral presentations about different

Ecuadorian cultures or other cultures around the world.

THE CONFLICT SITUATION

During the observation, students of First Course of baccalaureate of

the Educational Institution “26 de Septiembre” had shown different problems

3

in reading comprehension such as little understanding of words, especially

key words. If those words were repeated in the same paragraph, students

were unable to comprehend the totality of the paragraph. Moreover,

students were not capable to deduce the meaning of the words according

to the context.

It was observed the dependence of students of knowing the meaning

of every word, students tried to translate every phrase while they read

spending a long time and losing the objective of the lesson. They seemed

frustrated because of the incomprehension. Furthermore, some of them did

not know how to use the dictionary and others did not have this tool.

Regardless the language, when students read, they need to use their

background and tie it to the new information. Students did not do this

correctly, they did not try to give sense to the text. Also, the teacher did not

use strategies to make the topic of the reading familiar. Before students start

reading, the teacher did not give a specific reading technique useful for

students; not even students did not seem to know any.

SCIENTIFIC FACTS

During the research, it has been observed the insufficiency in reading

comprehension skill in students of the First Course of baccalaureate of the

Educational Institution “26 de Septiembre”, zonal coordination 5, District 09,

province of Guayas, school year 2018-2019.

CAUSES

Improper use of strategies for improving Reading comprehension, so

students are not able to manage a text and take advantage of the benefits

of this skill.

4

Little use of multimedia resources to make students know the meaning and

sound of a text.

Nonuse of methodological strategies inside the lab, which affects in a

negative, form the reading comprehension development.

The lack of students’ motivation in the subject, slowing the development of

the learning process in English as a second language.

Because of the quantity of students per course their individual evaluation is

more difficult, having as a result students who only want to pass the exams

and not motivated in their language skills

FORMULATION OF THE PROBLEM

What is the influence of Multimedia resources in the development of

reading comprehension in students of First Course of baccalaureate of “26

de Septiembre” High School, zone 6, District 13, province of Guayas,

Balzar city during the school year 2018?.

OBJECTIVES OF THE INVESTIGATION

GENERAL OBJECTIVE

To determine the influence of Multimedia resources in the study of

English as a foreign Language of students of First Course of baccalaureate

of the Educational Institution “26 de Septiembre” in the development of

reading comprehension through a bibliographic study, tests for students,

surveys for teachers and interviews for the administrative staff.

5

SPECIFIC OBJECTIVES

To examine the influence of Multimedia resources in the

development of reading comprehension through a bibliographic, analytical

and field study to design a virtual classroom with Reading exercises.

To identify the level of Reading comprehension in students of the

First Course of baccalaureate, through interviews to the administrative staff,

surveys for teachers and students to a statistical analysis.

To select the most important aspects of the research through an

analysis of results obtained to design a Virtual Classroom with reading

exercises.

RESEARCH QUESTIONS

What is the influence of multimedia resources in education?

What are the benefits of multimedia resources for students?

Why are Multimedia Resources considered as a pedagogical tool?

How do Multimedia resources influence in Language Acquisition?

How does reading comprehension influence students’ learning process?

How to improve reading comprehension?

How do teachers include students’ motivation in reading?

What are the advantages of a good reader?

How are Multimedia resources associated with reading ability?

6

JUSTIFICATION

The insufficiency use of the correct reading comprehension

strategies has influenced in the students level of English, and in their

motivation for learning. As it is known, reading comprehension plays an

important role in the development of communicative skills that students get

while they are studying a Language. According to English Proficiency Index,

Ecuador is one of the countries in Latin America in which the most part of

the students cannot communicate in English. (2017)

During an interview for El Telégrafo Sarah Lynn, an important teacher

who collaborates in Harvard, expresses that the common error in English

teachers is that teachers are the principal person in the classroom and

students seem uncomfortable because they do not have the level to answer

to the teacher. She said students have to be the main characters in the

classroom, risky for challenges such as answering and discussing during a

reading or listening exercise. (2017)

Since 2011, the scope of the Ministry of Education in Ecuador has

been to improve the English domain in the students, starting different

programs to reach it; such as: Advance, Quiero ser Maestro, Go teachers

which consist in motivating English teacher to reach at least the level B2

according to the European Common Framework.

According to El Buen Vivir of Ecuadorian constitution, an objective is

to build spaces for social interaction and strengthen national identity,

diverse identities, pluri-nationality and interculturality. Public space-

physical, media and symbolic-shaped by the clear eliciting of participation,

interaction, deliberation, respect and diverse expression provide different

cultures can coexist as equals (Article 23).

7

CHAPTER II

THEORETICAL FRAMEWORK

BACKGROUND

Nowadays, learning English as a second language is part of the formation

of students in Ecuador, being English one of the most spoken languages

around the world. Indeed, studying English make learners develop different

skills of language, such as transmitting clear ideas to a native public. English

learners are also in contact with different cultures, making them more

critical.

There is an Educational project at the University of Guayaquil, prior

obtaining the degree about extensive reading activities in reading

comprehension whose authors are Sanddy Alvarez Mosquera and María

Arreaga Becilla realized in 2017, obtaining as conclusion the improvement

the reading comprehension of the students using the extensive reading to

acquire new lexicon.

At university of Guayaquil, other project prior obtaining the degree is

about warm up activities in reading comprehension of Adriana Morán Elías,

Andrea Dávila Zúñiga, having as conclusion that the activities will help

students to get to know each other, through of the application of the different

types of games for strengthen reading comprehension.

Another project of the University of Guayaquil belongs to Ana Moreira

Piguave in 2017, it is about motivational stories to strengthen reading

comprehension, obtaining as conclusion that comprehension reading

exercises will motivate students to develop reading habits and in the English

8

language by acquiring new vocabulary and the capacity of training the brain,

because the reading allows improving the imagination.

THEORETICAL FOUNDATIONS

READING COMPREHENSION

DEFINITION

Reading comprehension is a process that fits ideas to create an own

knowledge about a topic. McNamara (2012) argues that “Comprehension

refers to the ability to go beyond the words, to understand the ideas and

relationships between ideas conveyed in a text” (p. 11). Comprehension

more than understanding word by word, is about getting the complete idea

of a text, discovering the author’s intention and making sense to a reading.

When someone reads, develops different skills of language. It helps

students to understand new vocabulary in context, also discover different

uses for words as part of speech. Indeed, when someone reads to

comprehend, he or she analyzes the text in order to own new knowledge.

Students become more critical because they obtain different thinking from

authors’ books discovering author’s intentions. Reading comprehension

makes students to acquire knowledge since different sources, not only to

understand some words (McNamara 2012)

During the process of reading comprehension, students increase

their cultural knowledge, their vocabulary and the management of words

observing the words in different situations. McKeown, Beck, & Ronette

expressed that reading comprehension is related to some processes linked

each other including fluency, reading and word recognition to obtain a

significant knowledge. (McKeown, Beck, & Ronette, 2009) Arguing with

McKeown, Beck, & G, as more reading more fluency, good readers are

9

always developing their fluency for reading and expressing ideas about

different topics.

Arguing with Klingner, Vaughn, & Boardman, reading comprehension

is not only decoding a text from a page. It is also about readers taking a

previous knowledge to interpret a new knowledge (Klingner, Vaughn, &

Boardman, 2015). A reader has the capacity to interrelate with the reading

and has his own perspective about what they read. A good reader uses a

background to analyze the new read ideas in order to obtain his significant

new knowledge. Indeed a good reader uses strategies which help as tool to

build his own knowledge.

Success for readers are visible because of advantages they are

always obtaining. When a student is learning a new language and is a good

reader in his or her native language, is going to use this knowledge to use

it during language acquisition of a second language. When good readers

look a new topic, they link together the topic and their background.

Additionally, they feel comfortable for the familiar environment that is

created. (Klingner, Vaughn, & Boardman, 2015)

Arguing with Kintsch who expressed that reading comprehension is

a sort of methods organized in order to illustrate a text, allows readers to

imagine the scenes, the conflict situation and the possible solutions

(Kintsch, 1998). Reading comprehension as a mental process permits

readers create into their minds different sceneries that can help them to

resolve problems in the daily life.

According to Patricia L. Carrell, reading comprehension involves the ability

of understanding a text through a background knowledge. (Carrell, 1983)

Arguing with Carrel, both processes are associated during their

10

development. Readers need their background to analyze the text and

understand. After, they transform this text in their knowledge that is going to

be used as background later.

IMPORTANCE

Reading comprehension is too important in learning process, it helps

to keep on a clear idea about a topic or a built knowledge. Comprehension

indeed connects different processes to improve the mental development, it

makes the reader analyzes a text following steps. After he or she owns it as

a significant knowledge they are going to use. Reading for comprehending

make students to explore new worlds obtaining a sort of knowledge that

they can apply later in their daily lives (Kristi L. Santi, 2015)

Good readers take advantages of the information they read from a

text to expand their knowledge and build their own by themselves. Arguing

with Santi, good readers manage the information they read, obtaining as

result the multiples benefits of reading such as discovering new vocabulary

in context, or phrases in order to use them. Understanding vocabulary in

context make students manage a second language naturally and introduce

it to their lives in a simple form (Kristi L. Santi, 2015)

Reading comprehension refers consciously to give sense to a text

making a deep analysis. A reading comprehension characteristic is the

examination of a text by the reader, which is as explicit as an implicit (Ray,

2006) Arguing with Ray, readers identify the parts of the story, article or a

text he reads such as the characters, plot among others to recreate the

scene to get the author intention. When a student read, he or she becomes

more critical about different topics they can be influenced in life.

11

Reading comprehension as a process invites students to know

different worlds form a text, encouraging students to identify not only the

most important parts of a text, but individual character development. This

process prepares students to understand texts as ideas, building different

settings and obtaining the main purpose of authors through comprehending

texts as explicit as implicit (Ray, 2006).

Moreover, there are multiples advantages that good readers have

over poor readers, for example they have the capacity of understanding

faster than poor readers. They are also more accurate at comprehension

(Just & Carpenter, 1987) According to Just & Carpenter, a person who

reads to comprehend is more prepared than others. They take care of

information, analyzing different texts through context and discovering

author’s intention faster and better than poor readers.

Reading comprehension make students more proficient in the

second language they are learning. Also, when reading comprehension

skills are used effectively, learners obtain all the attention in different topics

they are studying, getting as result students’ increase of knowledge and

more fluently when they want to communicate their thinking and feelings.

(Lawton & Warren, 2015)

One of the most effective ways to obtain information is through

reading comprehension. When students of a second language read

proficiently, they prepare their minds for other language skills. Having

comprehension as a formative process, students obtain good results.

Arguing with Lawton and Warren students who are good readers are

increasing their knowledge periodically because they manage different

topics (Lawton & Warren, 2015).

12

Reading Comprehension is important, not just for understanding text,

but for broader learning, success in education, and employment. It is even

important for our social lives, because of email, text, and social networking

site (Oakhill, Cain, & Ebro, 2015, p. 2). Arguing with Oakhill, Cain & Bro, in

this globalized world, reading a book or a big text could sound as a past

topic but, it can help us to comprehend more technological sources that are

useful in education. Students are always related to texts of different topics.

If they understand them they will success in their scholastic life.

TECHNIQUES

After some studies, it has determined that students can choose

between the different reading comprehension techniques according to their

learning styles (Ruiz de Guerrero & Arias, 2009). To make students use the

different reading comprehension skills, they have to be conscious at the

moment they are practicing them in order to select later the better according

to their learning styles.

A useful reading comprehension technique is Preparation stage that

is considered as the first skill that has to be used. It is about prediction

through images, tittles, headlines that can be used by readers to create a

background of the text. They can use a brainstorming to make a familiar

environment (Ruiz de Guerrero & Arias, 2009). When students do not

consider a text as many words to decode, but a topic they already know and

they are going to discover more about, it is created a familiar environment

students can manage.

After predicting, it is necessary to use other Reading comprehension

techniques such as: Identifying the purpose of the reading, it involves

students’ background and the new topic. During this stage students discover

if their predictions were correct or not, they are also going to understand

13

what they are looking for in the text (Ruiz de Guerrero & Arias, 2009) now

students recognize the text, and its main ideas.

Arguing with Guerrero and Arias, an important technique during

reading comprehension process is about proving if their predictions about

reading were correct or not. Following the previous analysis, dividing

genuine predictions than wrong ones becomes an important tool for

understanding. Students value their knowledge and also classify their

background (Ruiz de Guerrero & Arias, 2009).

Other important techniques is efficient silent reading techniques for

relatively rapid comprehension, is about read fast and recognize if there are

cognates, these are words with similar meaning as in English and Spanish.

Immediately, introduce them to the paragraph to give it sense, but if these

words are keys for the entire reading, assume their meanings so it is

important to provide a specific vocabulary (Ruiz de Guerrero & Arias, 2009)

When students recognize familiar words in the text, they can use a

brainstorming about the main idea of text as predicting. When students start

reading, they are going to be more willing to know about the topic. If

teachers are prepared before the lesson, and give this tool to students as

an advice to succeed, they will use this strategy for reading. (Ruiz de

Guerrero & Arias, 2009).

When students are learning a new language, the main challenge is

to understand new words in context. An important Reading comprehension

technique is Guessing or Inference, when a student has developed this skill.

He or she deducts the new words meaning in context. Also, they discover

the part of speech these words belong to (Ruiz de Guerrero & Arias, 2009).

14

The benefits students obtain through this technique are uncountable,

because students’ capacity to understand the language is going to progress

by themselves. During this process students are able to take new risks in

language acquisition, they are facing reading comprehension deeply and

trying to arrive to the author’s mind and discovering what the author’s

intention is (Ruiz de Guerrero & Arias, 2009)

Skimming is one of the most useful Reading comprehension

techniques, its object is to obtain the text purpose and some details though

a quick reading of the hole text (Ruiz de Guerrero & Arias, 2009, págs. 121-

122) Through this technique students become faster and learn some writing

styles to apply this information in the following readings. Skimming allows

students analyze fast and make prediction about different topics without

reading the whole text, also to create a background about the topic.

Scanning is considered the most significant and usual type having as

objective to obtain some specific information, some concepts, characters,

plot, and context of the story before finishing the reading (Ruiz de Guerrero

& Arias, 2009). During this process students can use charts that contain

important information as definitions, characters and context to understand

better what the text is about and not to lose the details of the text.

TYPES OF READING COMPREHENSION

It is relevant for students to recognize different types of reading and

strategies to use them according to their necessity. Students recognize that

there are some easy readings and others more difficult, but only some of

them know strategies to manage the different types of readings (Mueller,

2004). If students identify the types of reading and what strategies they can

use, they are going to success no matter the situation.

15

It is important teachers provide tools to students in order to develop

their language acquisition. Reading comprehension types make students

succeed thorough the diversity of strategies students are going to know and

manage in order to obtain their language expertise. Students who manage

different reading techniques are more comfortable and available for learning

processes (Mueller, 2004).

According to the Association, Research and Education, Vocabulary

enhancer arranges students for different types of quizzes they are going to

have during the language acquisition process. It also provides different

kinds of tools such as managing commonly confused words, words with

similar sounds, explanations of connotation and denotation, roots, prefixes,

and suffixes are presented (Association, Research and Education, 2002)

Students who are learning a new language need to have different tools

in order to achieve in the tasks they are developing. In every language skill

they are learning, they have to know different strategies to improve their

knowledge through every exercise they are resolving (Association,

Research and Education, 2002). In order to success in learning a new

language, students have to obtain new vocabulary and manage this

vocabulary in sentences. Also Vocabulary enhancer helps students to

words as parts of speech since connotation and denotation.

Basic reading comprehension makes students achieve simple reading

questions, how to answer according to the text. It prepares students to

analyze the English Literature and Composition, dividing the information in

order to answer the questions (Association, Research and Education,

2002). Understanding how a text is composed is a good key that can be

used by students at reading comprehension, indeed to comprehend what a

text is about.

16

For beginners is important to start reading using strategies, knowing the first

types of readings they are going to face, and not only to read and answer a

sheet of paper. If they start reading, knowing tools and strategies. When

they have reading more advance is not going to be a failure to accomplish

them (Association, Research and Education, 2002) If students learn how to

classify information, they are going to be able to understand roles in a text.

Reading for content has more advantages over the other types of reading,

students are going to be prepared for different types of exams. Also, it is

useful for students who are not quick, making questions and answers

related to the text while students read (Association, Research and

Education, 2002). Students, who need help to understand English or

interpret what they read, can analyze every paragraph making question and

answers by themselves in order to help readers be prepared for different

daily situations or different quizzes.

Reading for Style helps students in exams with compositions or

Literature. Indeed, it shows students how to handle different reading styles

as reading fictions, poetry, drama, and essays are presented as well as

definitions of key literary terms (Association, Research and Education,

2002) Reading for Style is also a process students will manage over time

and little by little and make students improve in different language skills.

READING IN SECOND LANGUAGE ACQUISITION

For a long time, reading comprehension as a second Language

acquisition process was considered as a passive process about decoding

word by word. Nowadays, reading is considered rather an interactive

process in which students use their background in order to understand the

new language. According to Goodman, if learners use their predictions

17

before reading, they will build the information using other systems of

language (Goodman, 1967)

During a lesson, students have to be the principal character, students

need to have a familiar environment and teachers are the responsible

author. Arguing with Goodman, if students already have an idea about the

topic they read, they are going to feel comfortable during the reading

analysis, no matter the total comprehension of the words. They are going to

use some knowledge of the topic making a bridge between their ideas and

the reading.

Reading comprehension in language acquisition is as relevant as the

strategies and skills that have to be used. In recent years, the studies about

reading have developed and are connected to vocabulary develop and

comprehension strategy training (Grabe, 1991). Reading comprehension in

students learning second language acquisition has been considered a

connection to different language skills development.

Reading comprehension as one of the pillars in language acquisition

has been studied and concluding that it is necessary to us strategies in order

to succeed during the process. According to the level, teachers have to

research useful strategies that students can use in order to increase their

vocabulary and their second language management. (Grabe, 1991).

The importance and use of Reading comprehension in second

language acquisition has increased, Lawrance (1997) argues that “The

mayor quantity of information that a person receives is through reading,

which is useful to improve the vocabulary and the rhetoric forms used in

people’s profession. Nowadays, reading has been the base of the curricula

of ESP” (p.5).

18

The relevance of reading comprehension process is evident after the

different authors’ opinions, and the importance that teachers provide

students different strategies to use reading as an advantage and tool to

develop their second language acquisition. (Lawrance, 1997) After

analyzing different opinions related to reading comprehension as an

important strategy, tool and skill during language acquisition; this strategy

could be used and explained by teachers to improve students’ English.

MULTIMEDIA RESOURCES

DEFINITION

Students of this generation are always in touch with technology and

know how to use different gadgets for their benefits. During an English class

teachers have to be able to handle different tools as multimedia resources.

Multimedia resources are defined as the basic components that support

multimedia communication such as video and audio codecs or media

converters. (Arve Aagesen, Harald, & Khakhar, 1996)

Every English teacher knows the importance of using different

strategies and innovation in the classroom. Nowadays students who use

technology, ask for teachers who manage technology and changes.

Multimedia resources in a lesson plays an important role because they

provide relevant material for communication skills development having tools

as videos and audios that are necessary (Arve Aagesen, Harald, & Khakhar,

1996).

According to Chen and others, Multimedia Resources refers to

different functions of gadget collection, as organization and publishing of

text, storage, pictures or images, audio and video frequency (Chen, y otros,

2014) Arguing with the authors before mentioned, Multimedia Resources

19

are not only related to some digital tools but to the management, functions,

study, use and advantages of these resources.

When Multimedia resources are being used in language, it becomes

a new and good experience for learners and increases motivation into every

single class through visual or audiolingual gadgets. Multimedia resources

are a sort of diversity tools that help in the communicative experience (Cook,

2001). Multimedia resources and communication are engaged and helpful

for each other, these resources can do an English class a real

communicative environment challenging students to communicate.

IMPORTANCE

The capacity of learning is proper of human also, when something is

learned, has to be applied too. Through Multimedia Resources, learners

obtain knowledge and make it significant, creating in their minds the

possible situations they are going to apply this knowledge (Mishra &

Ramesh C., Interactive Multimedia in Education and Training, 2005)

Multimedia Resources explore in students their capacity for learning and

permit them to express knowledge using different technological tools.

If a teacher is going to use these resources, he or she needs to

manage them in order to obtain their benefits, and the multiple gorgeous

information. Alcock(1995) argues that “Multimedia Resources provide both

an efficient means of storing information and attractive mechanism for

delivery. They are refinement of the text-based electronic information

services” (p. 40), nowadays students do not memorize information, they

learn how to use it through researches or sharing the information in the

classroom.

Multimedia resources have introduced new advantages and

opportunities in Education, arts, culture and service because of their

20

materials. Through CDROMs, videos or recordings, creating an interactive

environment of non-book during lesson or other activities (McNally P. ,

1997) Students of these times are growing in a changeable world with

possibilities so they have to know how to use multimedia resources in

different situations.

Currently teachers are considered persons who influence in students’

knowledge development providing students’ tools and strategies. It is

necessary for teachers know and use different kinds of multimedia

resources during lessons, making students more practical. Students also

can use these tools to develop their language acquisition and other multiple

daily situations (McNally P. , 1997).

MULTIMEDIA RESOURCES IN EDUCATION

During language acquisition is important to use different strategies in

order to make learners develop their knowledge. In education, interactive

multimedia resources could be used as an important device for training and

reinforce by educators and pupils (Mishra & Sharma, 2005) When a teacher

knows how to use multimedia resources during his or her classes and teach

students how to manage them, students’ progress is going to be evident.

Nowadays, there are many organizations that are using multimedia

resources applied in Educational programs. And as result, these resources

have influenced in teacher proffessionan development and the advance of

students knowledge and curriculum (De Abreu, Mihailidis, Lee, Melki, &

McDougall, 2017) Different asociations use multimedia resources to

prepare teachers to challenges and use techonology to their benefit.

Furthermore, when a teacher is prepared to use multimedia resources, he

or she engage students to use and manage these useful tools.

21

Resources have played an important role in education, being a pillar

of innovation and progress. Multimedia resources break down the barriers

in traditional education and make lessons more interactive (Jin & Lin, 2011).

The modern students’ generation is related to technology, students already

know how to use some tools. But, they do not know how to manage

information in an educational environment. Multimedia resources give

opportunities to students to think out and start using innovational trials for

learning English.

Multimedia resources as a pedagogical tool, creates interaction

between teachers and students. Also it develops their knowledge and

competences natural language processing techniques (Zheng, 2009).

When a lesson is using these resources properly students and teachers are

in a real communicative environment, asking students for participating in

class, taking parts in dialogues and expressing their own ideas related to a

topic. Through multimedia resources teachers can involve students in

different activities related to their natural educational processes they need.

Users of multimedia resources have been felt encouraged and

motivated because of the diversity of material they are can use, they can

learn through different ways (McNally P. T., 1997) Students opinions and

feeling are important when they are learning, if they see knowledge as a

challenge they have to reach, they will be enthusiastic for learning.

Multimedia resources encourage students to discover and use information

from the diversity of material they can use.

MULTIMEDIA RESOURCES IN LANGUAGE ACQUISITION

Multimedia Resources is considered as an authentic tool that helps

in the students’ interaction exposing them to a cultural environment that

22

develops their language acquisition (Leow, Cerezo, & Baralt, 2016) During

a second language acquisition a student is related to other cultural

environments, multimedia resources make students use the information

they are knowing and apply it during dialogues with partners. These sources

makes faultless and beneficial settings for English Learners.

As ICTs (Information and Communication Technologies) based on

Education have been developed, there are many multimedia resources that

can be used in the classroom (Mizoguchi, Dillenbourg, & Zhiting, 2006).

Multimedia resources as ICTs are helpful for teaching English as a second

language because of the variety of information that can used in

communication when teachers understand their management.

Multimedia resources are known as any technological tool used for

communication, give teachers the chance to choose through different the

most proper device to teach English as a second language (Mizoguchi,

Dillenbourg, & Zhiting, 2006). The success of using multimedia resources

depends on teacher preparation and flexibility they have to have during

English classes, working according to students’ capacities and exploring

their advances through correct quizzes and activities for them.

Language learning strategies such as audiovisual multimedia

resources are effective in language acquisition only if teachers select

between the varieties of these resources, the best that are going to function

according to students’ necessities (Asako, Tae, & Masashi, 2006). When a

teacher is going to use multimedia resources, he or she has to analyze

content before using. Audiovisual multimedia resources are always a good

option to teach English but, unless teachers analyze all what involves

students, it is going to be a disaster. In the hand, it will be a complete

accomplishment.

23

MULTIMEDIA RESOURCES IN READING COMPREHENSION

Multimedia resources as technologies are part of the daily life in the

information and communication, a fundamental pillar in the development of

the society, these are also tools that make students more competitive in the

different areas of their lives and during their learning process. Multimedia

resources support English acquisition in development of language abilities.

Multimedia resources have influenced deeply second language

acquisition, through the different skills acquirement and being closely

related to reading comprehension techniques. (Pixel, 2015). Through

multimedia resources techniques, students can develop their

comprehension and fluency so they prefer teachers manage these kinds of

sources during English classes.

According to Pixel, students have a good concept about multimedia

resources in reading comprehension. Because it is clear the achievement

students obtain through these sources use (Pixel, 2015). When students

are learning a new language, reading comprehension is a total challenge so

students need to know different types of tools they can use. Also Multimedia

resources prepare learners to be aware about abilities they have to obtain

to study a new language.

PEDAGOGICAL FOUNDATION

TEACHING ENGLISH AS A FOREIGN LANGUAGE

TEFL (Teaching English as a foreign language) refers to teaching

English to speakers of other languages, no matter the age and classes are

taught in English since beginners’ level (Satya, 2008). Studying how

students learn English as a second language is as relevant as knowing

different methods English teacher can use. During language acquisition is

24

important to understand differences between different levels in English, the

age English learners have to help students develop language acquisition.

AUDIO-LINGUAL METHOD

Audio-lingual method is focused on speaking activities related to

students’ pronunciation, asking for students’ ideas through oral trainings.

During different processes as reading, teachers focus their attention in

sentences patterns rather than rules (Coady & Huckin, 1997). Audio-lingual

method manage listening and speaking skills during other language

processes development, making students express their ideas and

communicate each other through reading or writing activities.

STRUCTURAL ORAL SITUATION APPROACH

Structural Oral Situation Approach or S-O-S approach is a method

that encourage students to decode new vocabulary, managing words as

parts of speech and different uses words can have through structures and

affixes (Nagaraj, 1996). During new vocabulary acquisition students have

two choices, as a single word that can understand or recognizing the word

in context. During Structural-Oral-Approach method, students use decoding

of words changes in different situations. Furthermore, when words are

adding suffixes, prefixes or endings to change their parts of speech.

COMMUNICATIVE LANGUAGE TEACHING

Communicative Language Teaching or CLT has developed over

time. Different opinions, influences and arguments of a sort of applied

Linguistics have argued that CLT have influenced through 1970 in the way

a language is tough and learnt. Communicative competences are applied

during English lessons and educators have used CLT for teaching a second

language (L2) and have transformed them (Celce-Murcia, Zoltán, & Sarah,

1997).

25

CLT (Communicative Language Teaching) or Communicative

competence has been defined as a competence that involves students

experience a new knowledge and own it, making a significant and

transcendental knowledge (Hymes, 1972). During Communicative

Language Teaching students develop their capacity to express themselves,

making students critics and analytical using and classifying the information.

According to f Canale & Swain, there are different models of CLT that

are managed during an English lesson. They are four and described in

different forms, grammatical competence, Sociolinguistic competence,

Discourse competence and Strategic competence. These competences are

divided in order to obtain a more elaborated study and to understand the

diversity of techniques associated to CLT (Canale & Swain, 1980)

GRAMMATICAL COMPETENCE

Through different competences language skills ca be developed

during classes such as grammatical competence, this competences are

related to obtaining knowledge about grammar rules. Understanding a

second language through different situations in daily life applied to that

language grammatical rules, also during grammatical competence students

can obtain new vocabulary and its pronunciation to apply it in sentences.

Indeed spelling is considered another language code related to grammatical

competence (Canale & Swain, 1980)

SOCIOLINGUISTIC COMPETENCE

Sociolinguistic competence has been recognized as one of the most

influencing and effective models of Communicative Language Teaching

competences. Furthermore, this useful competence is close students

second language application because of how practical it is in vocabulary

language acquisition. Sociolinguistic competence is always related to use a

vocabulary more polite according to the culture of countries where a second

26

language is spoken. Also it provides information about register and style of

speaking and writing (Canale & Swain, 1980)

DISCOURSE COMPETENCE

Nowadays bilingual schools are using a sort of methodologies and

improving ways to teach English as a second language. Schools are

introducing Discourse competence in their curriculum and provide students

relevant material for learning this globalized language. Discourse

competence opens students’ minds to the Literature world, making them to

use their background of English during language exercises. These are

effective and make students to understand and create poetry or a political

speech and to know more about English Language culture (Canale & Swain,

1980).

STRATEGIC COMPETENCE

Students learn a language through different forms, and thinking that

only verbal knowledge is used for communication is a thing of past.

Nowadays, students learn through verbal and non-verbal strategies such as

in Strategic competence. Students’ breakdown walls of different difficulties

in efficiency communication, they can learn English using their five physical

senses and use it to express them (Canale & Swain, 1980)

TECHNOLOGICAL FOUNDATION

TECNOLOGICAL TOOLS FOR ENGLISH TEACHERS

STIMULATING TEACHER CAPACITIES

Multimedia Resources promote English teachers abilities through

continuous challenges they face, also this technology improve the way

English is teaching (Wenjiang, 2013). Multimedia resources provides

important information teachers can use to teach English, also these

resources are as irreplaceable and helpful during an English lesson as

teachers are too. If English teachers know how to manage this technology,

it will have excellent results in students’ second language acquisition.

27

BUILDING AND USE OF HARDWARE

English teachers have to be capable of using multimedia resources

and content, researching the best options of these technological gear

according to students’ necessities (Wenjiang, 2013). Teachers can create

their own material since a research about students’ English level. Teachers

are also capable to construct different tools useful for students using

different ideas and according to students’ progress, they can advance with

new knowledge. Hardware in multimedia resources are CDs, DVDs or other

tangible material used for communication inside a classroom.

MOTIVATING THE USE OF SOFTWARE

Multimedia resources are efficient tools as long as they are being

used properly. When teachers use this technology inside classroom, it is

necessary they are interested in knowing about methods these resources

are using (Wenjiang, 2013). Before bringing a new material into class,

teachers must analyze contents, students’ levels and methods they are

going to use. Students’ materials have to be proved or modified according

to students’ necessities, obtaining the best students’ results. If a teacher

already know how to manage these resources, students will also learn.

PSYCHOLOGICAL FOUNDATION

According to Plancherel & Bolognini, behavior of students between

fifteen and seventeen year old influences their future lives in a positive or

negative form. Furthermore, teen’s lives can be difficult because of the

multiple behavior changes, joined to confusion, loneliness and doubts about

themselves. Teens try to change their environment and get frustrated easily,

also defend their beliefs (Plancherel & Bolognini, 1995) Meanwhile being a

teen is little hard, it is also a human being opportunity to fight and defend

their beliefs, feelings and points of view.

After overcoming all these teenagers’ complications, students can

succeed in their lives and improve their attitude, emotional intelligence and

28

professional lives. Also during youth years, students can experience strong

fights related to develop their personalities in order to discover themselves,

what they are and want (Plancherel & Bolognini, 1995). Teenagers’ ages

can be linked to their personality’s development. Furthermore, it can be

associated to individualism thinking and tries to show and defend their own

point of view or how to resolve different situations.

An adult human being attitude and behavior depends on their living

experiences and the way they manage different situations. According to,

teens of fifteen and sixteen year old behavior has been hardly influenced by

their childhood. Their experiences up to these moments, are defining their

future decisions and how capable they will be to resolve problems.

Furthermore, during these years teens are also influenced by their

environment so people who are around them can help in their personalities

(Denovann & Cross T., 2002)

PHILOSOPHICAL FOUNDATION

CONSTRUCTIVISM IN EDUCATION

When educators talk about Constructivism, they also are expressing

ideas about Piaget and Vygotsky who are considered the pioneers

constructivists. They had developed their thinking, opinions and studies

during many years obtaining as result one of the most important theories in

Education. And, through their studies about philosophy and history, they

have influenced teachers over years (Pass, 2004)

According to Piaget theories, human being is constantly changing

their behavior and is considered evolutionary. A person has different

capacities for learning, as is to adapt themselves to changes and being

influenced and influencing for their environment. This development and

evolution is called humanization by Piaget. It is the difference between

human being and animals, also this process from psyche is connected to

biological processes. These processes are also following steps and orders,

29

making human organize knowledge they are obtaining in their mind (Pass,

2004)

Indeed, this capacity is also an important tool for students learning

process because teachers can manage different strategies with them.

Teachers even can influence students’ natural communication, if teachers

manage strategies correctly students will learn naturally and communicate

their own ideas easily. Also, Piaget expressed that students need to have

lessons objectives clear to success (Pass, 2004)

During Language Acquisition of (L1) Native language, students learn

not too formal speech but, they speak interact directly with adults. When a

students is acquiring a second language (L2) or developing their (L1), they

have to feel comfortable and relaxed in order to create a confident

environment where they can express themselves with conviction (Pass,

2004). According to Vygotsky theories about constructivism, he considers

communication as a process that has to be guided by teachers and using

through natural speech to develop students’ language abilities.

Vygotsky and Piaget argues that teachers are capable for adapting

their lessons to students according to their levels. Also, the relevant

objective is to make students develop their knowledge, especially

communicative skills and teachers have to be a leader that guides students

during learning process. Finally, teachers have to consider students levels

to prepare lessons according to students capacities (Pass, 2004)

LEGAL FOUNDATION

The Undersecretary of quality and Educative equity, through national

direction of technologies for Education, promote the application Information

and Communication Technologies (ICTs) in classrooms and educational

units in order improve learning processes, through incorporation programs

of ICTs in Education, the elaboration of digital contents and informatics

equipment and internet provision (Vidal Illingworth, 2012)

30

In this modern an globalized century, technology leads different areas in

society, Education is one of the field technological sources are used. In

Ecuador, some governmental institutions encourage teachers to use

multimedia resources in the classroom.

According to Minister of Education, a foreign language learning

develops personal social and intellectual skills, necessary for students’

competence into a globalized world. Indeed, students of First course of

Unified Baccalaureate have to accomplish the level A2.2 indicated by the

Common European Framework of Reference for Languages or CEFR

(Ministerio de Educación, 2016)

The Ecuadorian Minister of Education has stablish that students from

First course of Unified Baccalaureate accomplish A2 level according to

CEFR in order to make teacher incentive students to develop the different

skills of English (Ministerio de Educación, 2016)

The CEFR is a framework, published by the Council of Europe in

2001, which describes language learners’ ability in terms of speaking,

reading, listening and writing at six reference levels: A1, A2, B1, B2, C1 and

C2 (University of Cambridge, 2011) Every English level has its own ability

progress, CEFR or Common European Framework of Reference for

Languages is an institution that manage exams and certifications

references.

The Cambridge University, arguing with the Common European

Framework of Reference for Languages, expressed that students with A2

English level have developed a diversity of language communicative skills

such as understanding sentences and frequently used expressions related

to areas of most immediate relevance as personal and family information,

shopping, local geography employment (University of Cambridge, 2011).

31

CHAPTER III

METHODOLOGY, ANALYSIS AND INTERPRETATION OF THE

RESULTS

METHODOLOGICAL DESIGN

This project is based on a quantitative and qualitative methodology of

investigation, and not having conflict between them. The following research

is stated in: Which is the relationship between multimedia resources and

reading comprehension? Or the management of reading techniques in

multimedia resources and reading comprehension of students of “26 de

Septiembre” high school.

This high school is the field investigation that will be conducted and

analyzed over empiric instruments in a statistic method. Also there are some

aspects that are going to be studied and explained in order to determine the

elements for studying focusing the research in a qualitative manner, for

interpreting and analyzing the results as empiric methods and theoretical.

Applied Investigation

The following research has been part of a conflict situation established

in “26 de Septiembre” high school. This problematic that requires to be

reflected and developed, thus this project has defined the relationship

between reading techniques in multimedia resources and reading

comprehension. For the research, students have gotten some reading

techniques in multimedia resources in order to analyze the effectivity of the

research.

Field research

This type of research is a process that is done by analyzing the

knowledge in a detailed manner, having as initial point the area or field

where the problem is located and the reasons that caused it. This process

32

took place in order to obtain possible solutions to the problem through

looking for strategies that help to the improvement of the educational unit

institution 26 de Septiembre.

A field investigation is responsible for collecting all the necessary and

useful information into a place or perimeter. In this case the educational unit

institution 26 of September has been observed using strategies and

methods which are the most feasible to carry out to solve this problem. Also

these methods and strategies contributed to the educative population.

Descriptive Investigation

This research is descriptive because shows some complications

students of First course of Baccalaureate in “26 de Septiembre” high school

have in reading comprehension, and the manner this project can influence

in students reading levels in order to improve their Second language

acquisition.

Explanatory Investigation

This Investigation concludes that there is little management of

reading skills in students of “26 de Septiembre” high school, obtaining as

result that this deficiency is because of students have to improve their

reading comprehension. After the investigation, it is determined some

fundamental causes:

• Improper use of strategies for improving Reading comprehension, so

students are not able to manage a text and take advantage of the

benefits of this skill

• Little use of multimedia resources to make students know the

meaning and sound of a text.

• Nonuse methodological strategies inside the lab, which affects in a

negative, form the reading comprehension development.

33

Project Proposal

The project has as purpose to create a virtual classroom of Reading

Exercises to develop reading comprehension through multimedia resources

in Students o First course of Baccalaureate in “26 de Septiembre” high

school.

Population and sample

The population as a whole of a particular phenomenon can be studied

completely only if it is very small or under certain circumstances. Therefore

it is considered that the population is the entire educational community

involved with the research. It is directors, teachers, students and parents of

the first year of unified general baccalaureate of the educational unit “26 de

Septiembre”.

The result of the data is obtained from the said population, this

research will take place in the educational institution that is located in the

Balzar town, zone 5, district 13, during the period 2018-2019. Population

that is detailed below:

Chart Nº 1 - Distribution of population.

Ítems INVOLVED QUANTITY

1 Director 1

2 English Teacher 1

3 Students 45

TOTAL 47

Source: Educational Unit “26 de Septiembre” Authors: Marjorie Ivone Perez Espinoza

Sample

All the students were chosen as a sample. In this way, a significant sample

of each stratum of the population involved in this case must be obtained.

34

OPERALIZATION OF VARIABLES

Chart Nº 2 - OPERALIZATION OF VARIABLES

INDEPENDENT

VARIABLE DIMENSION INDICATORS

MU

LTIM

EDIA

RES

OU

RC

ES

DEFINITION

Multimedia resources are defined as the basic

components that support multimedia

communication such as video and audio codecs or

media converters.

IMPORTANCE

Through Multimedia Resources, learners obtain

knowledge and make it significant, creating in their

minds the possible situations they are going to

apply this knowledge.

MULTIMEDIA

RESOURCES IN

LANGUAGE

ACQUISITION

Multimedia Resources is considered as an authentic

tool that helps in the students’ interaction exposing

them to a cultural environment that develops their

language acquisition.

DEPENDENT

VARIABLE DIMENSION INDICATORS

REA

DIN

G C

OM

PR

EHEN

SIO

N

DEFINITION Reading comprehension is a process that fits ideas

to create an own knowledge about a topic.

IMPORTANCE Reading comprehension is too important in

learning process, it helps to keep on a clear idea

about a topic or a built knowledge.

TECHNIQUES

• Preparation stage *Predicting

• Checking predictions *Guessing or Inference

• Silent reading techniques *Scanning

• Recognize familiar words *Skimming

TYPES OF READING

COMPREHENSION

• Vocabulary enhancer

• Reading for content

• Reading for Style

READING IN SECOND

LANGUAGE

ACQUISITION

Nowadays, reading is considered rather an

interactive process in which students use their

background in order to understand the new

language.

35

Methods of the Investigation

This investigation will use the following methodological methods:

Empirical Method

Empirical Method is based on experimentation, which is made through the

observation and analysis of results, so this is a method not only of

consideration but merely observation (Bernardi, 2002). According to

Bernardi, an empirical investigation tries to be guided by facts of observation

not only deduction. As result another important part of this type of

investigation is the extensive experimentation, so this project has been

accomplished using empirical method as a fundamental process for the

study of Multimedia Resources in Reading comprehension.

Theoretical Methods

During this research has been important the variety of methods that can be

used. These different methods used have given the opportunity to perceive

the elements of investigation in a more extensive manner in order to obtain

better results. Indeed, having variety of methods is as necessary as knowing

the most adequate moment they can be used by the researchers. Thus,

these are the methods used in the research:

Deductive Method

Deductive Method is related to analysis of definitions, concepts,

processes, rules and the relationship between these definitions and

consequences, or conclusions. This method is developed through some

steps, helping the obtaining of information of the elements of study

(Ramón, 2018).

Inductive Method

Throughout Inductive Method, the research is made since particular

questions and answers in order to obtain a general conclusion (Ramón,

36

2016). This method takes specific samples about a study to conclude in a

general information, in this research students od Frist course of

baccalaureate of “26 de Septiembre” high school have been studied and

taken as a sample in order to obtain information to conclude a research

about the importance of reading comprehension in language acquisition.

This method is been carried out by:

❖ Request

❖ Understanding

❖ Sample

Statistic Method

The Statistic Method consists in obtaining quantitative and qualitative

information, transforming this investigative method in a wide process that

starts since the recollection of information up to the analysis of results. This

process is made by the following steps and sequence:

❖ Recollection of data

❖ Count of data

❖ Presentation

❖ Description

❖ Analysis

Types of Investigation

During the research, there are some types of investigation considered for

the study:

For nature, this research is considered exploratory and descriptive and for

application this research is feasible. This research is descriptive because of

the way the information is being organized, obtaining different details and

explaining through the analysis of results. This investigation is exploratory

because the researcher has been in contact with the elements of

investigation, taking samples and analyzing through observation and using

37

other types of instruments of investigation. Also analyzing the possible

consequences and benefits after the investigation.

Furthermore, this investigation is feasible because of the help of the

directive of “26 de Septiembre” high school. They have supported this

research through the permissions and the place in order to analyze a

specific group of students to obtain results. The principal scope of these

methods is to obtain a clear and close idea about the topic that is being

studied, obtaining information since students to the authorities of the high

school.

Techniques and Empiric Instruments

During the research, these are the following instruments and techniques used:

Surveys

The survey was an instrument used for researching information about the

knowledge and management of Multimedia resources in students of first

course of baccalaureate, the importance and how to get a possible solution.

Being the survey, one of the most effective techniques of study and

research because is focused on the conflict situation and the persons that

are related to, has being used during this investigation. The survey helps to

obtain data in an objective and specific manner in order to analyze students’

knowledge.

Interview

The interview has been done to teachers of the first course of baccalaureate

to determine the efficiency and deficiency of their didactic material and

techniques used for teaching reading comprehension lessons. This

interview has completed a sort of investigative material used during the

research, and has been useful getting the scope and providing relevant

information for the investigation.

38

UNIVERSITY OF GUAYAQUIL FACULTY OF PHILOSOPHY, LETTERS AND SCIENCES OF EDUCATION

LANGUAGES AND LINGUISTICS SCHOOL SURVEY

Directed to: Students of the First Course of baccalaureate of the

Educational Institution “26 de Septiembre”, zonal coordination 5, District 09,

province of Guayas, school year 2018-2019

Objective: To examine the influence of Multimedia resources in the

development of reading comprehension.

Instructions for answering the questions: Select using an (x), for

answering the question according to your opinion.

ITEMS

Stro

ngly

Agre

e

Agre

e

Undecid

ed

Dis

agre

e

Stro

ngly

Dis

agre

e

1. When I read a text, I understand just a bit about the topic.

2. I can predict new words meaning during a reading exercise.

3. If I do not understand a text, I lose motivation for learning about a topic.

4. I use my background in order to understand texts I read.

5. During an English lesson, multimedia resources are frequently used.

6. I manage multimedia resources with helpful reading techniques tocomprehend a text.

7. I am able to choose proper devices that improve my English LanguageAcquisition.

8. Audiovisual resources are part of Reading comprehension exercises.

9. I want to be capable of managing a virtual classroom that helps me tounderstand a text using different tips.

10. I would like to obtain different Reading Comprehension techniquesthrough a virtual classroom.

39

DIRECTOR’S INTERVIEW

❖ Do you think that English teachers of First course of Baccalaureate

assess students’ reading comprehension according to the CEFR?

❖ Do you consider reading comprehension important to students’

second language acquisition?

❖ Do teachers use didactic material that helps students to understand

a text when they read?

❖ Do teachers encourage students use their background to understand

a text?

❖ Do teachers use the lab for a lesson related to Reading

comprehension?

❖ Do you agree with the use of technologies inside the classroom?

❖ Do teachers manage multimedia resources in order to improve

reading comprehension?

❖ Do you agree that audio-visual resources are necessary to every

English lesson?

❖ Do you believe that a virtual classroom with reading exercises based

on multimedia resources will improve students reading skill?

Analysis: During the interview the director expressed that students do not

have fluency in English reading because of the lack of strategies. He agreed

with the implementation of audio-visual resources.

40

TEACHER’S INTERVIEW

❖ Do you think students First course of Baccalaureate are able to

understand when they read a text according to their level?

❖ Do you consider reading comprehension important to students’

second language acquisition?

❖ Do you use didactic material that helps students to understand a text

when they read?

❖ Do you encourage students use their background to understand a

text?

❖ Do you use the lab for a lesson related to Reading comprehension?

❖ Do you agree with the use of technologies inside the classroom?

❖ Do you manage multimedia resources in order to improve reading

comprehension?

❖ Do you agree that audio-visual resources are necessary to every

English lesson?

❖ Do you believe that a virtual classroom with reading exercises based

on multimedia resources will improve students reading skill?

Analysis: During the interview, teachers said that students’ problems in

reading comprehension are caused by the no use of reading strategies, they

agreed with the implementation of a virtual classroom that encourages

students to improve their reading.

41

ANALYSIS OF RESULTS

SURVEY OF STUDENTS

Table Nº 1 – When I read a text, I understand just a bit about the topic.

When I read a text, I understand just a bit about the topic.

CODE Alternative Frequency Percentage

ÍTEM Nº 1

Strongly Agree 1 2%

Agree 3 7%

Undecided 9 20%

Disagree 32 71%

Strongly Disagree 0 0%

Total 45 100%


Graphic Nº 1 – When I read a text, I understand just a bit about the topic.


Analysis: It is observed that when students read, most of them are not

capable to understand the text, while a minor part is undecided and the rest

of them do understand the text.

2%

7%

20%

71%

0%

Strongly Agree

Agree

Undecided

Disagree

Strongly Disagree

42

Table Nº 2 - I can predict new words meaning during a reading exercise.

I can predict new words meaning during a reading exercise.


ÍTEM Nº 1

Strongly Agree 5 11%

Agree 10 22%

Undecided 0 0%

Disagree 30 67%


Total 45 100%


Graphic Nº 2 – I can predict new words meaning during a reading exercise.


Analysis: It is observed that when students read, most of them are not

able to predict new words meaning into a text, while a minor part can predict

them and the rest of them are not capable to predict new words meaning.

11%

22%

0%67%

0%

Strongly Agree

Agree

Undecided

Disagree

Strongly Disagree

43

Table Nº 3 - If I do not understand a text, I lose motivation for learning about a topic.

If I do not understand a text, I lose motivation for learning about a

topic.


ÍTEM Nº 1


Agree 29 64%

Undecided 9 20%

Disagree 0 0%


Total 45 100%


Graphic Nº 3 – If I do not understand a text, I lose motivation for learning about a topic.


Analysis: It is observed that when students do not understand a text, most

of them lose motivation for learning about a topic, while a minor part do not

lose it and the rest of them do not lose motivation when they are not able

to understand a text.

16%

64%

20%0%

0%

Strongly Agree

Agree

Undecided

Disagree

Strongly Disagree

44

Table Nº 4 - I use my background in order to understand texts I read.

I use my background in order to understand texts I read.


ÍTEM Nº 1


Agree 23 51%

Undecided 7 16%

Disagree 0 0%


Total 45 100%


Graphic Nº 4 – I use my background in order to understand texts I read.


Analysis: It is observed that when students read, most of them do not use

their background in order to understand what they read, while a minor part

are undecided about using background for understanding and the rest of

them are strongly disagree.

33%

51%

16%0%

0%

Strongly Agree

Agree

Undecided

Disagree

Strongly Disagree

45

Table Nº 5 - During an English lesson, multimedia resources are frequently used.

During an English lesson, multimedia resources are frequently used.


ÍTEM Nº 1

Strongly Agree 4 9%

Agree 10 22%

Undecided 0 0%

Disagree 31 69%


Total 45 100%


Graphic Nº 5 – During an English lesson, multimedia resources are frequently used.


Analysis: It is observed that most of students do not use multimedia

resources frequently, while a minor part is undecided about the frequency

of the use of these resources, and the rest of them are strongly agree that

multimedia resources are used frequently.

9%

22%

0%

69%

0%Strongly Agree

Agree

Undecided

Disagree

Strongly Disagree

46

Table Nº 6 - I manage multimedia resources with helpful reading techniques to comprehend a text.

I manage multimedia resources with helpful reading techniques to

comprehend a text.


ÍTEM Nº 1


Agree 7 16%

Undecided 4 9%

Disagree 29 64%


Total 45 100%


Graphic Nº 6 – I manage multimedia resources with helpful reading techniques to comprehend a text.


Analysis: It is observed that most of students do not manage multimedia

with reading techniques, while a minor part is undecided about managing

them, and the rest of them are strongly disagree about the management of

reading techniques.

11%

16%

9%

64%

0%

Strongly Agree

Agree

Undecided

Disagree

Strongly Disagree

47

Table Nº 7 - I am able to choose proper devices that improve my English Language Acquisition.

I am able to choose proper devices that improve my English

Language Acquisition.


ÍTEM Nº 1


Agree 22 49%

Undecided 5 11%

Disagree 10 22%


Total 45 100%


Graphic Nº 7 – I am able to choose proper devices that improve my English Language Acquisition.


Analysis: It is observed that most of students are not able to choose their

own devices to improve their ELA, while a minor part is undecided about it,

and the rest of them are disagree and strongly disagree about choosing

their own devices for ELA.

18%

49%

11%

22%0%

Strongly Agree

Agree

Undecided

Disagree

Strongly Disagree

48

Table Nº 8 - Audiovisual resources are part of Reading comprehension exercises

Audiovisual resources are part of Reading comprehension

exercises.


ÍTEM Nº 1

Strongly Agree 4 9%

Agree 12 27%

Undecided 5 11%

Disagree 24 53%


Total 45 100%


Graphic Nº 8 – Audiovisual resources are part of Reading comprehension exercises


Analysis: It is observed that most of students use audiovisual resources in

reading exercises, while a minor part is undecided about this use, and the

rest of them are undecided and strongly disagree.

9%

27%

11%

53%

0% Strongly Agree

Agree

Undecided

Disagree

Strongly Disagree

49

Table Nº 9 - I want to be capable of managing a virtual classroom that helps me to understand a text using different tips.

I want to be capable of managing a virtual classroom that helps

me to understand a text using different tips.


ÍTEM Nº 1


Agree 21 47%

Undecided 1 2%

Disagree 2 4%


Total 45 100%


Graphic Nº 9 – I want to be capable of managing a virtual classroom that helps me to understand a text using different tips.


Analysis: It is observed that most of students want to manage a virtual

classroom that help them to understand a text, while a minor part just agree

about managing them, and the rest of them are strongly disagree or are

undecided.

47%

47%

2%4%0%Strongly Agree

Agree

Undecided

Disagree

Strongly Disagree

50

Table Nº 10 - I would like to obtain different Reading Comprehension techniques through a virtual classroom.

I would like to obtain different Reading Comprehension

techniques through a virtual classroom.


ÍTEM Nº 1


Agree 21 47%

Undecided 1 2%

Disagree 0 0%


Total 45 100%


Graphic Nº 10 – I would like to obtain different Reading Comprehension techniques through a virtual classroom.


Analysis: It is observed that most of students like to obtain different

Reading Comprehension techniques through a virtual classroom, while a

minor part agree about it, and the rest of them are undecided about

obtaining Reading techniques.

51%47%

2% 0%

0%

Strongly Agree

Agree

Undecided

Disagree

Strongly Disagree

51

CHI SQUARE

Objective:

Obtaining a relationship between the dependent variable and independent

variable through a parametric evidence.

Dependent Variable:

Reading Comprehension

Independent Variable:

Multimedia Resources

❖ Multimedia resources in Reading comprehension

Graphic#1 CHI SQUARE RESULT

Source: “26 de Septiembre” High school Elaborated by: Ivone Pérez Espinoza

Level of significance: Alpha is less or equal to 0.05 (5%)

Statistic Evidence to use: Chi square

52

Graphic#2 Value P or significance

Through the level of significance p is less than 0.05, it is observed that there

is the relationship between the variables. Concluding that Multimedia

resources influence in Reading comprehension.

Relationship between the variables

Objective

Interpretation:

After the analysis and interpretation of the information obtained through the

survey made to “26 de Septiembre” high school, it is determined that the

students are not using the Multimedia Resources with a sort of reading

exercises useful to improve Reading Comprehension.

As result it is determined that it is necessary the application of useful

reading techniques through reading exercises in order to improve reading

comprehension to the development of English in the second language

acquisition. If students comprehend what they read, they will obtain good

results in the process of learning a new language, and to apply their

knowledge in their daily necessities of English application.

53

CHAPTER IV

PROPOSAL

CREATION OF A VIRTUAL CLASSROOM WITH READING EXERCISES

BASED ON A MULTIMEDIA RESOURCES TO IMPROVE READING

COMPREHENSION

JUSTIFICATION

The proposal of this research will contribute students’ language

acquisition, making them understand the importance of reading

comprehension in a new language learning and how they can become more

fluent through this skill development. This proposal has been chosen

because students of First Course of baccalaureate of the Educational

Institution “26 de Septiembre” are not able to understand a text easily

encourage them to get little frustrated and lose their motivation for learning

about new topics.

Indeed, this proposal has been selected because it will contribute with

the use of different devices based on technology to help them to manage a

sort of different strategies to improve their reading skill, captivating the

attention of this technological generation. Students are going to be capable

to use their background with Reading comprehension techniques used in

the virtual classroom to comprehend texts.

The proposal is feasible because was supported by the head of the

University of Guayaquil, and managed by the authorities of “26 de

Septiembre” high school, students of First Course of the high school,

directives, English teachers and parents. As the authorities as students of

“26 de Septiembre” high school were interested in the application of the

proposal to obtain good results to the students.

54

Objectives

General Objective

To develop reading comprehension through a virtual classroom

based on the use of multimedia resources with reading exercises in order

of students of First Course of Baccalaureate of the Educational Institution

“26 de Septiembre”, zonal coordination 5, District 09, province of Guayas,

school year 2018-2019.

Specific Objectives

• To give innovated strategies with technological resources to make

lesson more attractive for students and involve the technology in their

Education and the new language learning.

• To strengthen students’ Reading skill through a sort of reading

exercises providing useful strategies in order students become good

readers and approach the advantages of understanding different

types of texts.

• To make students feel more comfortable when they do not

understand the totality of what they read, understanding and

managing different strategies that make them understand new words

meaning in context.

Theoretical Aspects

Pedagogical Aspects

Communicative competence or CLT (Communicative Language Teaching)

involves students experience to a new knowledge and what they already

know (Hymes, 1972). This project develops students’ analysis and their

capacity to use their background through reading strategies applied in the

proposal and encourage them be more critical classifying through a sort of

55

reading techniques presented in the virtual classroom. Students will have

not only a technological device, but multiple learning resources.

Philosophical Aspects

The proposal is centered in the Constructivism in Education, because of its

influence in students learning development. As Piaget theories explains, a

person is always changing their behavior and adapting their capacities to

get new learning (Pass, 2004). Furthermore according to Piaget, this

proposal follows steps typical of constructivism in order to build a new

knowledge using students’ background. Students improve their reading

comprehension through adapting their educational process to the new

technologies of a virtual classroom. The virtual classroom presents different

exercises according to students’ levels in English, after considering their

advance.

Technological Aspects

This proposal based on a virtual classroom gives teacher the opportunity to

improve their abilities related to technology. Considering multimedia

resources an important provision of information teachers can manage in

their English lessons, exploring their capacities of having a lesson close

technological issues (Wenjiang, 2013). English teacher of “26 de

Septiembre” high school have the opportunity to apply different strategies

obtaining a scope their students success in English as a second language.

Psychological Aspects

Students of First Course of baccalaureate are between fifteen and sixteen

years old. These ages are considered one of the most important of a human

growth, being a crucial moment in important human decision. According to

Denovann and Cross, as childhood and youth experiences influence in

people future way to take decisions (Denovann & Cross T., 2002).

56

If students get good experiences in education, they will notice future

opportunities in education and in their future life as professional, this

proposal encourage students to have good experiences in learning because

through the diversity of reading strategies and the interaction.

FEASIBILITY

FINANCIAL

The cost of the elaboration of a virtual classroom with reading exercises to

improve Reading comprehension is very low; also all about the

management of the proposal are found and explained in this research.

TECHNICAL

The technical factors have been studied an approved for the proposal

development, being the Educational Institution “26 de Septiembre” a place

with a good infrastructure and situated in geographical location easy to

access. Also the high school counts with an Audio-visual classroom in which

the proposal can be developed, obtaining the expected results in their

second language acquisition.

HUMAN

The proposal has been shown, explained and shared to the English

teachers, tutors and directives in order to make them understand how the

proposal will help students’ English learning. Indeed the proposal will be

develop by English teachers, students and the researcher to get good

results in Reading Comprehension through a virtual classroom that permits

teachers and students interaction.

DESCRIPTION OF THE GUIDE

This proposal is implemented during the current 2018 school year of the

First Course of baccalaureate of the Educational Institution “26 de

Septiembre”. The virtual classroom is based on reading comprehension to

develop reading skill in English through interactive lessons which contains

57

different reading strategies for every lesson development. The lessons

provide the opportunity to the teachers and students interactions through

the exercises managed by the beam use, giving students the chance to

express their opinions in order to comprehend the texts they read.

SUMMARY

The virtual classroom with reading exercises is a support teaching material

that encourage students of First course of Baccalaureate of the Educational

Institution “26 de Septiembre” to develop their reading skill counting with the

teachers’ guide and assessment.

The proposal consists in three kinds of exercises:

• Recommended activities using reading techniques through a virtual

classroom with a section of multiple choice, true and false and Story

or Fiction, these exercises are useful to assess students’ reading

comprehension, also these exercises will help teachers’ lesson plan.

• Recommended activities related to the use of beam as a

technological device that involves all the students for working as

individual as in groups. Indeed these reading exercises make

students to analyze the texts through speaking skill.

• Recommended activities related to prediction through images or

questions before starting reading in order to encourage students to

use their imagination. Also these activities will help students to

predict new vocabulary meaning in context.

CONCLUSIONS AND RECOMMEDATIONS

CONCLUSIONS

After the analysis of the evidence taken to the students, is evident that

58

• Students of first course of “26 de Septiembre” high school has not

used reading strategies enough in order to improve their reading

comprehension. During English lessons, students never use

multimedia resources in order to understand a text consequently they

lose motivation about learning new topics.

• Students do not have specific information about proper devices that

can be useful for improve their learning in English as their second

language acquisition. Indeed, students who have been evaluated do

not know how to manage different strategies to improve their English

as a Second Language Acquisition.

• Students are not used to have audiovisual resources as a part of

reading skill development in their lessons, as result they feel

demotivated and tired when they have to develop reading

comprehension. They do not feel comfortable if they do not have the

resources enough for their learning.

• Teachers are not using technological issues for making students

understand English topics through reading comprehension, they

have to innovate their materials used during their lesson in order to

make students be interested in learning through a sort of interactive

material.

• Students need to have different strategies to use in reading

comprehension lessons, also to have variety of techniques and

material that can help them in their second language acquisition.

RECOMMENDATIONS

After the analysis of the results, there are the following recommendations:

59

• It is essential for students of first course of “26 de Septiembre” high

school, to know a sort of reading comprehension strategies in every

single class, so they are going to be motivated to learn English through

learning about new topics and the development of new significant

knowledge.

• To improve English learning in students, it is necessary teachers make

students know and manage proper devices based on technological

information. These devices will help them to understand how manage a

sort of information found in different readings, making students more

fluently in English as their second language.

• Teachers are not using technological issues for making students

understand English topics through reading comprehension, they have

to innovate their materials used during their lesson in order to make

students be interested in learning through a sort of interactive material.

• An important device to captivate students’ interest, is to work on

interactive lessons with different reading exercises. In which they are

not only going to listen and answer, but explore their background and

the new topics, analyzing, and mixing them in order to obtain a

significant knowledge that helps in their English acquisition.

• The creation of a virtual classroom with reading exercises is the solution

for the students reading comprehension. Students must be capable of

managing multimedia resources which help them to understand a text

using different strategies of reading comprehension.

VIRTUAL CLASSROOM

READING COMPREHENSION VIRTUAL CLASSROOM

Link for access to the reading comprehension Virtual classroom:

60

https://aulavirtualinglesbalzar.milaulas.com/

Students click on Reading Comprehension – Virtual Classroom

Students log in with their username and the password

https://aulavirtualinglesbalzar.milaulas.com/

61

First view of the virtual classroom

The activities

62

Activity #1

The rabbit and the turtle

Objective

Identify the elements of a storytelling and their roles through predicting.

Exercise 1

Preparation glossary, this exercise consists in students understanding

about key words through images related to the story before they read.

63

Exercise 2

After predicting and identifying keywords meaning, students read the text

and check their understanding through a multiple choice exercise. This

exercise has five questions with five options each one and only one correct

answer. Indeed, this exercise is checked over ten.

Exercise 3

During this exercise, students read the text again then they are going to

identify the elements of a storytelling through matching each element to the

role they have in the story.

64

Activity #2

Are you a good digital citizen?

Objective

Analyze a text in order to discover their gadgets managements and how

important the technology is for them.

Exercise 1

Students identify meaning of a group of keywords related to the text, they

can search words by using an index.

65

Exercise 2

During this exercise students read a text and develop a survey with their

personal information, also they compare between A – B – C paragraphs

according to their answers obtaining a result about their personalities. After

they resolve a pop quiz with six correct answers.

Exercise 3

Students read the text again and check their vocabulary understanding

through a filling the gaps exercise.

66

Activity #3

In the city

Objective

Students read a text about some places and their description and check

their understanding through some exercises.

Exercise 1

Students review their background of the vocabulary they need for the

reading comprehension exercise.

67

Exercise 2

Read an advertisement about a city and its places to visit, then resolve an

exercise selecting true or false.

Exercise 3

Read the text again then answer the exercise filling gaps for checking their

understanding about the places and the activities.

68

Activity #4

Shopping signs and notices

Objective

Students classify some shops according to their description and their

adverts and analyze their differences.

Exercise 1

Students check their background knowledge of a vocabulary related to the

text, classifying different types of shops.

69

Exercise 2

Students read information about the shops and match the shops to the

adverts to resolve the exercise.

Exercise 3

Students read a text again then select true of false according to the reading,

for checking their knowledge.

70

Activity #5

Mind maps

Objective

Students analyze some steps about how to make mind maps, and check

their understanding through their exercises.

Exercise 1

Students check their vocabulary through matching some words to their

meaning for preparing students for the following activities.

71

Exercise 2

Students read the text about making mind maps, after they order the steps

for making a mind step.

Exercise 3

Students read the text again then check their understanding about the text

filling the gaps with some verbs.

72

Activity #6

Shopping

Objective

Students classify the information about what they read, through some

exercises such as a preparation glossary, answering question and checking

their understanding about the text.

Exercise 1

Students identify some useful keywords through a glossary. This glossary

shows the vocabulary meaning through images.

73

Exercise 2

Students read a text about different shops, their description and these shops

offer to the community. Then, students do an exercise based on multiple

choice, selecting a shop according to the information given.

Exercise 3

Students read the text about shopping one more time, then they check their

understanding through match the shops to the correct information.

74

Activity#7

The benefits of nuts

Objective

Students read an information about the benefits of the nuts and decide

what they recommend to the people.

Exercise 1

Students prepare themselves for the reading through a previous pop quiz

about a useful vocabulary in which they have to match the key words to

their meaning.

75

Exercise 2

During this exercise, students read the passage related to the benefits of

nuts, after they check their understanding through a multiple choice exercise

about recommendation for people who want to consume nuts.

Exercise 3

Students read the text again, then they resolve an exercise about the nuts

description, selecting the correct description.

76

Activity#8

Christmas daily routine

Objective

Students identify someone routine, classifying the activities for each day

that the person does in her Christmas job.

Activity 1

Students watch a video related to a Christmas vocabulary in order to being

habituated to the keywords meaning.

77

Activity 2

Students read about a woman’s job as a Christmas elf, after they do a

multiple choice exercise for checking their understanding.

Activity 3

Students read about a woman’s job as a Christmas elf again then they

classify her activities according to the day through a matching exercise.

78

Activity#9

A walk in the forest

Objective

Students classify the adventures of a person of each day while they read

about her, walking in the forest.

Activity 1

Students prepare their background for the reading though a quiz based on

matching the activities to their definitions.

79

Activity 2

Students read ‘A walk in the forest’ and classify the activities according to

the days of the week, then they do a multiple choice exercise based on the

information read.

Activity 3

Students read the text again, then they check their understanding through

a filling the gap exercise.

80

Activity#10

Films and entertainment

Objective

Students explore someone’s life through reading her bibliography and check

their understanding through some exercises.

Exercise 1

Students prepare themselves for the reading through a quiz about keywords

they use for understanding the text. They match the keywords to their

meanings through fillinf the gaps.

81

Exercise 2

Students order the information matching the events of the bibliography to

some numbers.

Exercise 3

Students read the text one more time and check their knowledge selecting

true or false according to the statement given.

82

Bibliography

Alcock, C. (1995). Multimedia preservation: capturing the rainbow .

Camberra: Goanna Print.

Arve Aagesen, F., Harald, B., & Khakhar, D. (1996). Information Network

and Data Comunication. Cham: Springer International Publishing.

Asako, Y., Tae, U., & Masashi, N. (2006). Readings in Second Language

Pedagogy and Second Language Acquisition. Amsterdan: John

Benjamins Publishing Company.

Association, Research and Education. (2002). Reading Comprehension

Builder for Admission and Standardized Tests. New Jersy: Library of

Congress Control.

Canale, M., & Swain, M. (1980). Theoretical bases of communicative

approaches to second language teaching and testing. New York:

Longman.

Carrell, P. L. (1983). THREE COMPONENTS OF BACKGROUND

KNOWLEDGE IN READING COMPREHENSION. Michigan:

University of Michigan.

Celce-Murcia, M., Zoltán, D., & Sarah, T. (1997). Communicative

Competence: A Pedagogically Motivated. California: Issues in

Applied Linguistics.

Chen, Z., Chen, H., Miao, Q., Fu, Y., Fox, E., & Lim, E.-p. (2014). Digital

Libraries: International Collaboration and Cross-Fertilization.

Shangai: Asian Digital Libraries.

Coady, J., & Huckin, T. (1997). Second Language Vocabulary Acquisition:

A Rationale for Pedagogy. Cambridge: Cambridge University Press.

Cook, N. (2001). Analysing Musical Multimedia. Oxford: Oxford University

press.

Council, B. (May de 2015). Latin America Researh. Obtenido de British

Council Education Inelligence:

83

https://ei.britishcouncil.org/sites/default/files/latin-america-

research/English%20in%20Ecuador.pdf

Council, B. (2016). British council. Obtenido de our levels and cefr:

https://www.britishcouncil.pt/en/our-levels-and-cefr

De Abreu, B. S., Mihailidis, P., Lee, A. Y., Melki, J., & McDougall, J. (2017).

International Handbook of Media Literacy Education. New York:

Routledge.

Denovann, S. M., & Cross T., C. (2002). Education, Minority Students in

Special and Gifted. Washington DC: National Academy Press.

Goodman, K. S. (1967). Reading: A psicolinguistic Guessing game. Journal

of the reading specialist, 126-126.

Grabe, W. (1991). Current Developments in Second Language Reading

Research. Wiley Online Library, 1-3.

Hymes, D. H. (1972). Communicative Competence. Baltimore: Penguin

Education, Penguin Books Ltd.

Jin, D., & Lin, S. (2011). Advances in Multimedia, Software Engineering and

Computing. Chennai: Springer-Verlag Berlin Heilderberg.

Just, M. A., & Carpenter, P. A. (1987). The psycology of reading

comprehension and language comprehension. Newton,

Massachusetts: Allyn and Bacon, Inc.

Kintsch, W. (1998). Comprehension: A Paradigm for Cognition. New York:

Cambridge University Press.

Klingner, J. K., Vaughn, S., & Boardman, A. (2015). Teaching Reading

Comprehension to Students with Learning Difficulties. New York: The

Guilford Press.

Kristi L. Santi, D. K. (2015). Improving Reading Comprehension of Middle

and High School Students. Switzerland: Springer International

Publishing.

84

Lawrance, A. (1997). English for specific purposes: What does it mean?

Why is it different? Research Gate, 5.

Lawton, K., & Warren, H. (2015). The power of reading. Read On. Get On.,

13.

Leow, R., Cerezo, L., & Baralt, M. (2016). A Psycholinguistic Approach to

Technology and Language Learning. Boston: Walter de Gruyter.

McKeown, M. G., Beck, I. L., & Ronette, G. (2009). Rethinking Reading

Comprehension Instruction: A Comparison of Instruction for

Strategies and Content Approaches. Reading Research Quarterly,

218-253.

McNally, P. (1997). Multimedia Information Resources. Hong Kong:

Macmillan Education Australia PTY LTD.

McNally, P. T. (1997). Multimedia Information Resources. Melbourne:

Mcmillan education Australia.

Mikulecky, B. S. (2008). Teaching Reading in a Second Language. Pearson

Education.

Ministerio de Educación. (28 de Agosto de 2016). Ministerio de Educación.

Obtenido de https://educacion.gob.ec/curriculo-lengua-extranjera/

Mishra, S., & Ramesh C., S. (2005). Interactive Multimedia in Education and

Training. Hersey: Idea Group Publishin.

Mishra, S., & Sharma, R. C. (2005). Interactive Multimedia in Education and

Training. Hersey: Idea Group Publishing.

Mizoguchi, R., Dillenbourg, P., & Zhiting, Z. (2006). Learning by Effective

Utilization of Technologies: Facilitating. Amsterdam: Ioss Press.

Mueller, M. (2004). Study skills strategies outlining. Portland: Walch

Publishing.

Nagaraj, G. (1996). English Language Teaching: Approaches, Methods,

Techniques. Himayatnagar: Orion Printers Private Limited.

85

Oakhill, J., Cain, K., & Ebro, C. (2015). Understanding and Teaching

Reading Comprehension: A Handbook. New York: Routledge.

Pass, S. (2004). Parallel Paths to Constructivism: Jean Piaget and Lev

Vygotsky. Greenwich: Information Age Publishig Inc.

Pixel. (2015). Conference proceedings. ICT for language learning. Padova:

libreriauniversitaria.it edizioni.

Plancherel, B., & Bolognini, M. (1995). Coping and mental health in

earlyadolescence. Journal of Adolescence, 459-474.

Ray, M. K. (2006). Studies in Literature in English. New Dehli: Atlantic

Publisher and Distributors.

Ruiz de Guerrero, N. Y., & Arias, G. L. (2009). Reading beyond the

classroom. Effects and advantages of extensive reading practice

focused to be part of the english programs at the Universidad Santo

Tomás, Tunja. Hallazgos, 215-225.

Satya, R. K. (2008). Modern Methods of Teaching English. New Delhi : APH

Publishing Corporation.

University of Cambridge. (2011). Using the CEFR:. University of Cambridge

Esol Examination, 8.

University of Cambridge. (2011). Using the CEFR:. University of Cambridge

Esol Communication, 4.

Vidal Illingworth, G. (12 de Julio de 2012). Ministerio de Educación del

Ecuador. Acuerdo Nº 0357-12. Quito, Pichincha, Ecuador: Ministerio

de Educaión de Ecuador.

Wenjiang, D. (2013). Informatics and Management Science II. London:

Springer-Verlag.

Zheng, R. (2009). Cognitive Effects of Multimedia Learning. New York:

Information Science Reference.

.. � ...... �· ...... ·

¡ .... ,,,_ ) -_¡_ "',l/l "1·· .. 1y- _ _, -- _ ..

[ ANEXO 1

Univt:rsicl,-td de Guayaquil

j FACULTAD DE FILOSOFÍA, LETRAS y CIENCIAS DE LA EDUCACIÓN

\O�\

UNIVERSIDAD DE GUAYAQUIL t \ \'1>ESCUELA DE LENGUAS Y LINGÜÍSTICA �\ iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii¡¡¡¡¡¡U¡¡¡¡¡¡

N�ID�A�D_¡¡;

D�E�T�IT�U;;

LA�C�IÓ�N�iiiiiiiiiiiiiiiiiiaiiiiiiiiiilliiiiiiiiiiiiiiiiiiiiiiiii / TRABAJO DE TITULACIÓN

FORMATO DE EVALUACIÓN DE LA p OPUEST DE TRABAJO DE TITULACIONR A

Ñombre de la propuesta de trabajo de la titulación

Influence of multimedia resources in the development of reading comprehension. PROPOSAL: Virtual classroom with reading exercises.

Nombre del estudiante (s) Marjorie lvone Perez Espinoza

Facultad Filosofía

Teoría y métodos Línea de educativos en los procesos Investigación de enseñanza de lengua

Extranjera.

Fecha de presentación de la propuesta de trabajo de titulación

ASPECTO A CONSIDERAR

Título de la propuesta de trabajo de titulación linea de Investigación / Sublínea de Investigación Planteamiento del Problema Justificación e Importancia Objetivos de la Investigación Metodología a emplearseCronograma de actividadesPresupuesto y financiamiento

CUMPLIMIENTO SI NO

Carrera Lenguas y Lingüística Teoría y métodos educativos en los

Sub-línea de procesos de investigación enseñanza de lengua

Extranjera. Fecha de evaluación de la propuesta de trabajo de titulación

OBSERVACIONES

§ APROBADO

APROBADO CON OBSERVACIONES

NO APROBADO

Docente Revisor

.,, ........ ,__ . .........

Universtaaci de GUa)'aquU

FACULTAD: FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN ESCUELA/CARRERA: LENGUAS Y LINGÜÍSTICA

UNIDAD DE TITULACIÓN

ANEX07

Guayaquil, marw 20de 2019

Sr. Cerios Valle Navarro, MSc.

DIRECTOR (A) DE LA CARRERA LENGUA V LtTERAnJRA INGLESA

FACtJLTAD FILOSOFÍA. LETRAS Y CIENOAS DE LA EDUCAOÓN


Oudad.-

De mis consideraciones:

Envío a Ud. el Informe correspondiente a la REVISIÓN FINAL del Trabajo de Titulación THE

INCIDENCE OF MUI.T,IMEDIA RESOURCES IN THE OEVELOPMENT OF READING

COMPREHENSION, de la estudlante P�REZ ESPINOZA MARJORIE IVONE. las gestiones

realizadas me permiten indicar que el t rabajo fue revisado considerando todos los parametros

estable.cldos en las normativas vi¡entes, en el cumplimento de los sl¡ulentes aspectos:

Cumplimiento de requisitos de forma:

• El título tiene un máximo de 15 palabras.• La memoria escrita se ajusta a la estructura establecida.• El documento se ajusta a las normas de escritura cientifica seleccionadas por ,la

Facultad.

• La investigación es pertinente con la linea y sublíneas de investigación de la carrera.

• Los soportes teóricos son de máximo S años.• La propuesta presentada es pertinente.

Cumplimiento con el Reglamento de Régimen Académico:

• El trabajo es el resultado de una ínvestlgaclón.• El estudiante demuestra conocimiento profesional integral.• El trabajo presenta una propuesta en el área de conocimiento.• El nivel de argumentación es coherente con el campo de conocimiento.

Adicionalmente, se indica que fue revisado, el certificado de porcentaje de similitud, la

valoración del tutor, así como de las páginas preliminares solicitadas, lo cual lndlca que el trabajo de lnvestig.ición cumple con los requisítos exigido$.

REPOSITORIO NACIONAL EN CIENCIA Y

TECNOLOGÍA

FICHA DE REGISTRO DE TESIS/TRABAJO DE GRADUACIÓN

TÍTULO Y SUBTÍTULO: Influence of multimedia resources in the development of readingcomprehension. PROPOSAL: Virtual classroom with reading exercises.

AUTOR: Marjorie Ivone Perez Espinoza

REVISOR/TUTOR: Lcdo. GALO RAFAEL DONOSO NOBOA Msc.

INSTITUCIÓN: Universidad de Guayaquil

UNIDAD/FACULTAD: FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

MAESTRÍA/ESPECIALIDAD: Licenciatura en Ciencias de la Educación Mención Lengua Inglesa y Lingüística

GRADO OBTENIDO: Tercer Nivel

FECHA DE PUBLICACIÓN: 2019 No. DE PÁGINAS:

ÁREAS TEMÁTICAS: Enseñanza de la lengua inglesa.

PALABRAS CLAVES/ KEYWORDS:

Multimedia Resources, Reading Comprehension, Virtual Classroom

RESUMEN/ABSTRACT: During the process of the research, was investigated the influence of multimedia resources in reading comprehension in students of the First Course of baccalaureate of the Educational Institution “26 de Septiembre”, zonal coordination 5, District 09, province of Guayas, school year 2018-2019. It was necessary to identify the characteristics of the conflict situation through different methodologies of investigation as the observation, a survey and an interview to the teachers. It is evident the improper use of strategies for improving reading comprehension, so students are not able to manage a text and take advantage of the benefits of this skill. After the study of different aspects and theories, it has been concluded that reading comprehension can be developed through a virtual classroom based on the use of multimedia resources with reading exercises. These exercises apply a sort of strategies and techniques useful for students’ language acquisition through their understanding while they read. Finally, it is evident that teachers’ role is important during the development of the virtual classroom in students. They have to show the significance of the multimedia resources during English learning and check periodically students’ progress of the exercises of reading comprehension.

ADJUNTO PDF: SI NO

CONTACTO CON AUTOR/ES: Teléfono: 0960413756 E-mail: [email protected]

CONTACTO CON LA INSTITUCIÓN:

Nombre: Secretary of the school of languages and linguistics.

Teléfono: (04)2294888

E-mail: ugrector @ug.edu.ec

ANEXO 10

.········,.......

1""' 1--,.

<w UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN ESCUELA DE LENGUAS Y LINGÜÍSTICA

UNIDAD DE TITULACIÓN

LICENCIA GRATUITA INTRANSFERIBLE Y NO EXCLUSIVA

PARA EL USO NO COMERCIAL DE LA OBRA CON FINES NO

ACADÉMICOS

Yo, Marjorie lvone Perez Espinoza con C.I. No. 0929144624, certifico que los contenidos

desarrollados en este trabajo de titulación, cuyo título es "The influence of multimedia

resources in the development of reading comprehension" son de mí absoluta propiedad y

responsabilidad Y SEGÚN EL Art. 114 del CÓDIGO ORGÁNICO DE LA ECONOMÍA SOCIAL DE

LOS CONOCIMIENTOS, CREATIVIDAD E INNOVACIÓN*, autorizo el uso de una licencia

gratuita intransferible y no exclusiva para el uso no comercial de la presente obra con fines no

académicos, en favor de la Universidad de Guayaquil, para que haga uso del mismo, como fuera

pertinente.

Marjorie lvone Perez Espinoza

C.I. No. 0929144624

*CÓDIGO ORGÁNICO DE LA ECONOMÍA SOCIAL DE LOS CONOCIMIENTOS, CREATIVIDAD E INNOVACIÓN (Registro Oficial n. 899 -

Dic./2016) Artículo 114.- De los titulares de derechos de obras creadas en las instituciones de educación superior y centros

educativos.- En el caso de las obras creadas en centros educativos, universidades, escuelas politécnicas, institutos superiores técnicos,

tecnológicos, pedagógicos, de artes y los conservatorios superiores, e institutos públicos de investigación como resultado de su

actividad académica o de investigación tales como trabajos de titulación, proyectos de investigación o innovación, artículos

ENCUESTA A LOS ESTUDIANTES

CARTA DE ACEPTACIÓN POR PARTE DE LA RECTORA

ENTREGA DE SOLICITUD PARA REALIZAR EL TRABAJO DE INVESTIGACIÓN EN LA INSTITUCIÓN

ENTREVISTA A LOS DOCENTES DE LA INSTITUCIÓN

REVISIÓN DEL PROYECTO EDUCATIVO CON EL TUTOR

Date post:	07-Jul-2020
Category:	Documents
Upload:	others
View:	0 times
Download:	0 times

TOPIC: INFLUENCE OF MULTIMEDIA RESOURCES IN THE...

Documents