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Critical Reading With Undergraduate EFL Students in Colombia: Gains and Challenges
Lectura crítica con estudiantes del pregrado de inglés como lengua extranjera en Colombia: logros y desafíos
DOI:
https://doi.org/10.15446/profile.v23n2.89034Keywords:
critical reading, English as a foreign language, English instruction, reading comprehension, undergraduate students (en)comprensión lectora, enseñanza del inglés, inglés como lengua extranjera, estudiantes de pregrado, lectura crítica (es)
This qualitative study explored the gains and challenges experienced by an interdisciplinary group of English as a foreign language students who participated in the implementation of a critical reading unit taught within a reading comprehension course at a university in Medellín, Colombia. To do this, video-recordings of all lessons, samples of students’ work, and students’ reflections were collected. Results show that students experienced several gains but also had some challenges related to aligning with the author’s position, seeing positionality in factual texts, and taking middle positions. These results suggest that even though it is not only possible but beneficial to do critical reading with undergraduate English as a foreign language students, there are some specific areas in which these students need additional support.
Este estudio cualitativo exploró los aprendizajes y los retos experimentados por un grupo interdisciplinar de estudiantes de inglés como lengua extranjera que participaron en la implementación de una unidad de lectura crítica en un curso de comprensión lectora en una universidad colombiana. Para hacer esto, se recogieron las grabaciones de las sesiones de clase, así como las muestras de los trabajos y las reflexiones de los estudiantes. Los resultados muestran que los estudiantes tuvieron varias ganancias, pero también experimentaron ciertos retos relacionados con su alineamiento con la posición del autor, y el no poder ver la posicionalidad en los textos fácticos, o tomar posiciones intermedias. Estos resultados sugieren que, aunque es posible y beneficioso hacer este tipo de lectura con estos estudiantes de este pregrado, existen áreas específicas en las que éstos necesitan un apoyo adicional.
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1. Paola Ospina Rodríguez. (2024). Revisión Sistemática de las Estrategias de la Lectura Crítica en la Educación Superior desde las Habilidades Metacognitivas. Estudios y Perspectivas Revista Científica y Académica , 4(3), p.809. https://doi.org/10.61384/r.c.a..v4i3.451.
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Copyright (c) 2021 Juan David Castaño-Roldán, Doris Correa
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