Improving reading comprehension and critical thinking skills with contextualized graphic novels.
EFL students face difficulties with reading comprehension due to different reasons that include a lack of motivation towards the reading material owing to its difficulty, authenticity, and content (Ullah & Fatema, 2013). In Colombia, public school students have access to reading material that ex...
- Autores:
-
Zamudio Rodríguez, Esteban
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2022
- Institución:
- Universidad Pedagógica Nacional
- Repositorio:
- Repositorio Institucional UPN
- Idioma:
- eng
- OAI Identifier:
- oai:repository.pedagogica.edu.co:20.500.12209/17931
- Acceso en línea:
- http://hdl.handle.net/20.500.12209/17931
- Palabra clave:
- Novelas gráficas contextualizadas
Comprensión lectora
Pensamiento crítico
Alfabetización crítica
Reading comprehension
Critical literacy
Contextualized graphic novels
Critical thinking
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
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Improving reading comprehension and critical thinking skills with contextualized graphic novels. |
| title |
Improving reading comprehension and critical thinking skills with contextualized graphic novels. |
| spellingShingle |
Improving reading comprehension and critical thinking skills with contextualized graphic novels. Novelas gráficas contextualizadas Comprensión lectora Pensamiento crítico Alfabetización crítica Reading comprehension Critical literacy Contextualized graphic novels Critical thinking |
| title_short |
Improving reading comprehension and critical thinking skills with contextualized graphic novels. |
| title_full |
Improving reading comprehension and critical thinking skills with contextualized graphic novels. |
| title_fullStr |
Improving reading comprehension and critical thinking skills with contextualized graphic novels. |
| title_full_unstemmed |
Improving reading comprehension and critical thinking skills with contextualized graphic novels. |
| title_sort |
Improving reading comprehension and critical thinking skills with contextualized graphic novels. |
| dc.creator.fl_str_mv |
Zamudio Rodríguez, Esteban |
| dc.contributor.advisor.none.fl_str_mv |
Martínez Cifuentes, Diana |
| dc.contributor.author.none.fl_str_mv |
Zamudio Rodríguez, Esteban |
| dc.subject.spa.fl_str_mv |
Novelas gráficas contextualizadas Comprensión lectora Pensamiento crítico Alfabetización crítica |
| topic |
Novelas gráficas contextualizadas Comprensión lectora Pensamiento crítico Alfabetización crítica Reading comprehension Critical literacy Contextualized graphic novels Critical thinking |
| dc.subject.keywords.eng.fl_str_mv |
Reading comprehension Critical literacy Contextualized graphic novels Critical thinking |
| description |
EFL students face difficulties with reading comprehension due to different reasons that include a lack of motivation towards the reading material owing to its difficulty, authenticity, and content (Ullah & Fatema, 2013). In Colombia, public school students have access to reading material that exceeds their proficiency level and is not relatable. This leads to the insufficient development of reading comprehension and critical thinking skills. On the lookout for different ideas to address this concern, graphic novels stand out as meaningful material that could both boost the reading comprehension and critical thinking skills of students. Hence, this would engage them in reading, considering the relatability of the topics addressed. Graphic novels are considered a strong alternative to help students understand the gist of the story. This is because they include illustrations that compensate for the lack of knowledge in the target language. This pedagogical proposal aims at enhancing the aforementioned skills with the use of contextualized graphic novels. |
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2022 |
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2022 |
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2023-01-24T15:36:13Z |
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2023-01-24T15:36:13Z |
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Tesis/Trabajo de grado - Monografía - Pregrado |
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instname:Universidad Pedagógica Nacional |
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reponame: Repositorio Institucional UPN |
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eng |
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Akhidime. A., (2017). The Importance and Development of Research Problem: A Didactic Discuss. International Journal of Economics, Commerce & Management, vol V, 631-640. Aldahash, R. and Altalhab, S. (2020). The Effect of Graphic Novels on EFL Learners’ Reading Comprehension. International Journal of Applied Linguistics & English Literature. 19 – 26. http://dx.doi.org/10.7575/aiac.ijalel.v.9n.5p.19 Aloqaili. A. (2011). The Relationship Between Reading Comprehension and Critical Thinking: A Theoretical Study. Journal of King Saud University - Languages and Translation. 24, 35-41. Alyousef, H. (2005). Teaching Reading Comprehension to ESL/EFL Learners. The Reading Matrix. 5(2), 143-154. Banco Interamericano de Desarrollo., (2012). Calidad, Igualdad y Equidad en la Educación Colombiana. Basol, H. et al. (2012) Using Graphic Novels to Improve Reading Comprehension Skills at EFL Classrooms. [Master’s Degree, Selcuk University]. Bojovic, M. (2010). Reading Skills and Reading Comprehension in English for Specific Purposes. The International Language Conference on The Importance of Learning Professional Foreign Languages for Communication between Cultures. Brenna. B. (2013). How Graphic Novels Support Reading Comprehension Strategy Development in Children. Literacy. 47 (2). 88 – 94. Budiharso, T. (2014). Reading Strategies in EFL Classroom: A Theoretical Review. Cendekia, 8(2), 189-204. Caglar, H., Sarigul. E. (2019). Replacing traditional texts with graphic novels at EFL classrooms. Procedia – Social and Behavioral Sciences, 70, 1621-1629. Castaño. J., (2016) Literacy Rich Environments: A Tool to Foster Reading Comprehension in EFL [Tesis de pregrado, Universidad Pedagógica Nacional] Tesis y trabajos de grado UPN. Changwong, K et al. (2018). Critical thinking skill development: Analysis of a new learning management model for Thai high schools. Journal of International Studies. 11(2), 37-48. Cimermanová, I. (2014). Graphic Novels in Foreign Language Teaching. Journal of Language and Cultural Education. 2 (2), 85 – 94. Cook, M. (2014). Reading Graphically: Examining the Effects of Graphic Novels on the Reading Comprehension of High School Students. [Doctoral dissertation, Graduate School of Clemson University]. Cornoldi. C and Oakhill. J., (2001). Reading comprehension difficulties: Processes and intervention. Journal of Pragmatics 33, 943-956. Dara. D., (2019). Investigating English Reading Comprehension Problems of Cambodian High School Students. American International Journal of Social Science. Vol. 8(3), 52-56. DeVoogd, G., McLaughlin. (2004). Critical Literacy as Comprehension: Expanding Reader Response. International Reading Association. 48(1), 52-62. doi:10.1598/JAAL.48.1.5 doi:10.14254/2071-8330.2018/11-2/3 Eisner, W. (1995) Comics and Sequential Art. Poorhouse Press. Falter, M, M., (2017). The Power and Potential of Graphic Novels in the Classroom. Anthropology now. 3(8), 144 – 146. Fernandez. D. (2020) Development of English Reading Comprehension through Contextualized Graphic Novel. Ganie. R et al., (2019). Reading Comprehension Problems on English Texts Faced By High School Students in Medan. The Second Annual International Conference on Language and Literature, KnE Social Sciences, vol 2019, 684, 694. https://knepublishing.com/index.php/Kne-Social/article/view/4896 Gil. L. (2018). Critical Literacy Development in an EFL classroom. [Master’s thesis, Universidad Pedagógica Nacional]. Universidad Distrital Francisco José de Caldas. Graphix. (n.y). A Guide to Using Graphic Novels With Children and Teens. Graphix. Griffith, P. (2010). Graphic Novels in the Secondary Classroom and School Libraries. Journal of Adolescent and Adult Literacy. 54 (3). 181 – 190. Gulchekhra, K. (2016). Benefits of Implementation of Pre-, While and Post Reading Activities in Language Learning. International Scientific Journal. 4. 45 – 46. Heard. J et al. (2020). Critical Thinking: Skill Development Framework. Australian Council for Educational Research. https://research.acer.edu.au/ar_misc/41 Jennings. K et al. (2014). Fifth Graders’ Enjoyment, Interest, and Comprehension of Graphic Novels Compared to Heavily-Illustrated and Traditional Novels. International Electronic Journal of Elementary Education, 2014, Vol. 6(2), 257-274. Juniardi, Y and Irmawanty. (2018). Students’ Critical Thinking and Their Reading Comprehension Ability. Center for Studies on Language and Culture – Atma Jaya Catholic University of Indonesia. Kasim, U and Raisha. S., (2017). EFL Students’ Reading Comprehension Problems: Linguistic and Non-linguistics Complexities. English Education Journal. (EEJ), 8(3), 308-321. Latorre. E. (2016). Educación Privada vs Pública: Análisis de los efectos en los exámenes PISA para Colombia en el 2012. [Tesis de pregrado, Universidad EAFIT]. Lewison, M et al. (2002) Taking on Critical Literacy: The journey of Newcomers and Novices. ProQuest Education Journals. 79(5), 382-392. López. A et al., (2017). Desigualdad de oportunidades en el sistema de educación pública en Bogotá, Colombia. Lecturas de economía No. 87. McKee, S. (2012). Reading comprehension, What We Know: A Review of Research 1995 to 2011. Language Testing in Asia, 2(1) 45-58. McNeely. C., et al. (2009). The Teen Years Explained: A Guide to Healthy Adolescent Development. Center for Adolescent Health at the Johns Hopkins Bloomberg School of Public Health. Mera, A. (2015, Marzo). Expertos le explican por qué la familia colombiana está en crisis. El País. https://www.elpais.com.co/colombia/expertos-le-explican-por-que-la-familia-na-esta-en-crisis.html Mohd. N. (2017) The impact of graphic novels on Malaysian secondary school ESL learners’ reading comprehension. [Masters’ thesis, University of Malaya]. Moore, T et al. (2016). The simplicity and Complexity of Reading Comprehension. International Journal of Business and Social Science, 7(2), 20-26. Moreno. D., (2020) Informative Texts with Cultural Content: A Tool for Situated Vocabulary Learning [Tesis de pregrado, Universidad Pedagógica Nacional] Tesis y trabajos de grado UPN. Moyer. J. (2011). “Teens Today Don’t Read Books Anymore:” A Study of Differences in Comprehension and Interest Across Formats. [Degree of Doctor of Philosophy, University of Minnesota]. ResearchGate. Namjoo. A, Marzban. A. (2013) A New Look at Comprehension in EFL/ESL Reading Classes. 5th World Conference on Educational Sciences - WCES 2013. Observatorio de Drogas de Colombia (2017). Reporte de Drogas de Colombia. Pardede. P., (2018). Identifying and Formulating the Research Problem. Paredes, A., et al. (2012), Incidencia de la Sobreprotección Familiar en el Desarrollo autónomo del niño de Inicial I y II de la Unidad Educativa Provincia de Manabí, Cascol. Varona. ,75, n.p. https://www.redalyc.org/journal/3606/360670689015/360670689015.pdf Penguin Random House Australia (2017). Getting to Know Graphic Novels: A Guide to using Graphic Novels in the Classroom. Penguin Random House Australia. Rodríguez. J., (2017) Effect of using storybooks in reading comprehension. [Master’s thesis, Universidad Pedagógica Nacional] Tesis y trabajos de grado UPN. Sabbah, M., et al. (2013). Effects of Graphic Novels on Reading Comprehension in Malaysian year 5 students. Journal of Graphic Novels and Comics. 4(1). 146-160. http://dx.doi.org/10.1080/21504857.2012.757246 Setyowati. N et al. (2018). Improving Critical Thinking Skills of Students Through the Development of Teaching Materials. Advances in Social Science, Education and Humanities Research. 226, 240-245. Short, J. and Reeves, T. (2009). The Graphic Novel: a “Cool” Format for Communicating to Generation Y. Business Communication Quarterly. 72. 414 – 430. DOI: 10.1177/1080569909336464 Soemantri. A., (2011). Reading Comprehension Problems Encountered by the Students of Higher Education. Jurnal Computech & Bisnis. Vol. 5(2), 74-80. Ullah, M. and Fatema, S. (2013). Why Some Students Are Less Motivated in Reading Classes at Tertiary Level in Bangladesh. English Language Teaching. Vol 6(5), 129-140. Vaseghi, R. et al. (2012). Critical Thinking: An Influential Factor in Developing English Reading Comprehension Performance. Advances in Asian Social Science, 2(1), 401-410. Walker, A. (2013). Using graphic novels to improve literacy. [Doctoral dissertation, Baylor University]. |
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Martínez Cifuentes, DianaZamudio Rodríguez, Esteban2023-01-24T15:36:13Z2023-01-24T15:36:13Z2022http://hdl.handle.net/20.500.12209/17931instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/EFL students face difficulties with reading comprehension due to different reasons that include a lack of motivation towards the reading material owing to its difficulty, authenticity, and content (Ullah & Fatema, 2013). In Colombia, public school students have access to reading material that exceeds their proficiency level and is not relatable. This leads to the insufficient development of reading comprehension and critical thinking skills. On the lookout for different ideas to address this concern, graphic novels stand out as meaningful material that could both boost the reading comprehension and critical thinking skills of students. Hence, this would engage them in reading, considering the relatability of the topics addressed. Graphic novels are considered a strong alternative to help students understand the gist of the story. This is because they include illustrations that compensate for the lack of knowledge in the target language. This pedagogical proposal aims at enhancing the aforementioned skills with the use of contextualized graphic novels.Submitted by Esteban Zamudio Rodríguez (del_ezamudior620@pedagogica.edu.co) on 2022-12-01T03:13:11Z No. of bitstreams: 2 Improving Reading Comprehension and Critical Thinking Skills with Contextualized Graphic Novels.pdf: 831340 bytes, checksum: 6f05716ec9b11df17d28a1b4441cabb0 (MD5) Licencia_uso_trabajos_y_tesis_grado_Esteban_Zamudio.pdf: 295236 bytes, checksum: 823293c2a4f824143a2c3dbe7f2bd0f2 (MD5)Rejected by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co), reason: Se rechaza el documento, no subió la carta del asesor, que da el aval para sustentar on 2022-12-02T15:59:56Z (GMT)Submitted by Esteban Zamudio Rodríguez (del_ezamudior620@pedagogica.edu.co) on 2022-12-13T14:41:00Z No. of bitstreams: 3 Improving Reading Comprehension and Critical Thinking Skills with Contextualized Graphic Novels.pdf: 831340 bytes, checksum: 6f05716ec9b11df17d28a1b4441cabb0 (MD5) Licencia_uso_trabajos_y_tesis_grado_Esteban_Zamudio.pdf: 295236 bytes, checksum: 823293c2a4f824143a2c3dbe7f2bd0f2 (MD5) CARTA ENTREGA MONOGRAFIAS_2022 II.docx: 374496 bytes, checksum: b2400ea7b41132baf3a791a424dc31de (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2023-01-23T21:35:40Z (GMT) No. of bitstreams: 3 Improving Reading Comprehension and Critical Thinking Skills with Contextualized Graphic Novels.pdf: 831340 bytes, checksum: 6f05716ec9b11df17d28a1b4441cabb0 (MD5) Licencia_uso_trabajos_y_tesis_grado_Esteban_Zamudio.pdf: 295236 bytes, checksum: 823293c2a4f824143a2c3dbe7f2bd0f2 (MD5) CARTA ENTREGA MONOGRAFIAS_2022 II.docx: 374496 bytes, checksum: b2400ea7b41132baf3a791a424dc31de (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2023-01-24T15:36:13Z (GMT) No. of bitstreams: 3 Improving Reading Comprehension and Critical Thinking Skills with Contextualized Graphic Novels.pdf: 831340 bytes, checksum: 6f05716ec9b11df17d28a1b4441cabb0 (MD5) Licencia_uso_trabajos_y_tesis_grado_Esteban_Zamudio.pdf: 295236 bytes, checksum: 823293c2a4f824143a2c3dbe7f2bd0f2 (MD5) CARTA ENTREGA MONOGRAFIAS_2022 II.docx: 374496 bytes, checksum: b2400ea7b41132baf3a791a424dc31de (MD5)Made available in DSpace on 2023-01-24T15:36:13Z (GMT). No. of bitstreams: 3 Improving Reading Comprehension and Critical Thinking Skills with Contextualized Graphic Novels.pdf: 831340 bytes, checksum: 6f05716ec9b11df17d28a1b4441cabb0 (MD5) Licencia_uso_trabajos_y_tesis_grado_Esteban_Zamudio.pdf: 295236 bytes, checksum: 823293c2a4f824143a2c3dbe7f2bd0f2 (MD5) CARTA ENTREGA MONOGRAFIAS_2022 II.docx: 374496 bytes, checksum: b2400ea7b41132baf3a791a424dc31de (MD5) Previous issue date: 2022Licenciado en Español e InglésPregradoapplication/pdfengUniversidad Pedagógica NacionalLicenciatura en Español e InglésFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 InternationalNovelas gráficas contextualizadasComprensión lectoraPensamiento críticoAlfabetización críticaReading comprehensionCritical literacyContextualized graphic novelsCritical thinkingImproving reading comprehension and critical thinking skills with contextualized graphic novels.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisAkhidime. A., (2017). The Importance and Development of Research Problem: A Didactic Discuss. International Journal of Economics, Commerce & Management, vol V, 631-640.Aldahash, R. and Altalhab, S. (2020). The Effect of Graphic Novels on EFL Learners’ Reading Comprehension. International Journal of Applied Linguistics & English Literature. 19 – 26. http://dx.doi.org/10.7575/aiac.ijalel.v.9n.5p.19Aloqaili. A. (2011). The Relationship Between Reading Comprehension and Critical Thinking: A Theoretical Study. Journal of King Saud University - Languages and Translation. 24, 35-41.Alyousef, H. (2005). Teaching Reading Comprehension to ESL/EFL Learners. The Reading Matrix. 5(2), 143-154.Banco Interamericano de Desarrollo., (2012). Calidad, Igualdad y Equidad en la Educación Colombiana.Basol, H. et al. (2012) Using Graphic Novels to Improve Reading Comprehension Skills at EFL Classrooms. [Master’s Degree, Selcuk University].Bojovic, M. (2010). Reading Skills and Reading Comprehension in English for Specific Purposes. The International Language Conference on The Importance of Learning Professional Foreign Languages for Communication between Cultures.Brenna. B. (2013). How Graphic Novels Support Reading Comprehension Strategy Development in Children. Literacy. 47 (2). 88 – 94.Budiharso, T. (2014). Reading Strategies in EFL Classroom: A Theoretical Review. Cendekia, 8(2), 189-204.Caglar, H., Sarigul. E. (2019). Replacing traditional texts with graphic novels at EFL classrooms. Procedia – Social and Behavioral Sciences, 70, 1621-1629.Castaño. J., (2016) Literacy Rich Environments: A Tool to Foster Reading Comprehension in EFL [Tesis de pregrado, Universidad Pedagógica Nacional] Tesis y trabajos de grado UPN.Changwong, K et al. (2018). Critical thinking skill development: Analysis of a new learning management model for Thai high schools. Journal of International Studies. 11(2), 37-48.Cimermanová, I. (2014). Graphic Novels in Foreign Language Teaching. Journal of Language and Cultural Education. 2 (2), 85 – 94.Cook, M. (2014). Reading Graphically: Examining the Effects of Graphic Novels on the Reading Comprehension of High School Students. [Doctoral dissertation, Graduate School of Clemson University].Cornoldi. C and Oakhill. J., (2001). Reading comprehension difficulties: Processes and intervention. Journal of Pragmatics 33, 943-956.Dara. D., (2019). Investigating English Reading Comprehension Problems of Cambodian High School Students. American International Journal of Social Science. Vol. 8(3), 52-56.DeVoogd, G., McLaughlin. (2004). Critical Literacy as Comprehension: Expanding Reader Response. International Reading Association. 48(1), 52-62. doi:10.1598/JAAL.48.1.5 doi:10.14254/2071-8330.2018/11-2/3Eisner, W. (1995) Comics and Sequential Art. Poorhouse Press.Falter, M, M., (2017). The Power and Potential of Graphic Novels in the Classroom. Anthropology now. 3(8), 144 – 146.Fernandez. D. (2020) Development of English Reading Comprehension through Contextualized Graphic Novel.Ganie. R et al., (2019). Reading Comprehension Problems on English Texts Faced By High School Students in Medan. The Second Annual International Conference on Language and Literature, KnE Social Sciences, vol 2019, 684, 694. https://knepublishing.com/index.php/Kne-Social/article/view/4896Gil. L. (2018). Critical Literacy Development in an EFL classroom. [Master’s thesis, Universidad Pedagógica Nacional]. Universidad Distrital Francisco José de Caldas.Graphix. (n.y). A Guide to Using Graphic Novels With Children and Teens. Graphix.Griffith, P. (2010). Graphic Novels in the Secondary Classroom and School Libraries. Journal of Adolescent and Adult Literacy. 54 (3). 181 – 190.Gulchekhra, K. (2016). Benefits of Implementation of Pre-, While and Post Reading Activities in Language Learning. International Scientific Journal. 4. 45 – 46.Heard. J et al. (2020). Critical Thinking: Skill Development Framework. Australian Council for Educational Research. https://research.acer.edu.au/ar_misc/41Jennings. K et al. (2014). Fifth Graders’ Enjoyment, Interest, and Comprehension of Graphic Novels Compared to Heavily-Illustrated and Traditional Novels. International Electronic Journal of Elementary Education, 2014, Vol. 6(2), 257-274.Juniardi, Y and Irmawanty. (2018). Students’ Critical Thinking and Their Reading Comprehension Ability. Center for Studies on Language and Culture – Atma Jaya Catholic University of Indonesia.Kasim, U and Raisha. S., (2017). EFL Students’ Reading Comprehension Problems: Linguistic and Non-linguistics Complexities. English Education Journal. (EEJ), 8(3), 308-321.Latorre. E. (2016). Educación Privada vs Pública: Análisis de los efectos en los exámenes PISA para Colombia en el 2012. [Tesis de pregrado, Universidad EAFIT].Lewison, M et al. (2002) Taking on Critical Literacy: The journey of Newcomers and Novices. ProQuest Education Journals. 79(5), 382-392.López. A et al., (2017). Desigualdad de oportunidades en el sistema de educación pública en Bogotá, Colombia. Lecturas de economía No. 87.McKee, S. (2012). Reading comprehension, What We Know: A Review of Research 1995 to 2011. Language Testing in Asia, 2(1) 45-58.McNeely. C., et al. (2009). The Teen Years Explained: A Guide to Healthy Adolescent Development. Center for Adolescent Health at the Johns Hopkins Bloomberg School of Public Health.Mera, A. (2015, Marzo). Expertos le explican por qué la familia colombiana está en crisis. El País. https://www.elpais.com.co/colombia/expertos-le-explican-por-que-la-familia-na-esta-en-crisis.htmlMohd. N. (2017) The impact of graphic novels on Malaysian secondary school ESL learners’ reading comprehension. [Masters’ thesis, University of Malaya].Moore, T et al. (2016). The simplicity and Complexity of Reading Comprehension. International Journal of Business and Social Science, 7(2), 20-26.Moreno. 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