Effects of Reading Strategy and Dictionary Instruction in an Undergraduate Foreign Language Reading Comprehension Group

ABSTRACT: This article reports the effects of the integration of dictionary use and the reading strategy approach in a foreign language reading comprehension course. A case study was used as a research method, and three instruments helped gather data: a reading comprehension test, field notes, and an interview. Fifteen undergraduate students from a public university in Medellin, Colombia, participated in the study. Improvement in reading, metacognitive awareness, and selective use of dictionary were found as part of positive effects. In contrast, tiredness appears to be as the negative effect. Conclusions suggest that both the reading strategy approach and the selective use of dictionary are a good combination to integrate into a foreign language reading course.

• Autores: Lopera Medina, Sergio Alonso
• Tipo de recurso: Article of investigation
• Fecha de publicación: 2019
• Institución: Universidad de Antioquia
• Repositorio: Repositorio UdeA
• Idioma: eng
• OAI Identifier: oai:bibliotecadigital.udea.edu.co:10495/14005
• Acceso en línea: http://hdl.handle.net/10495/14005
• Palabra clave: Encyclopedias and dictionaries--Use studies; Enseñanza de idiomas; Language instruction; Lengua extranjera; Foreign languages; Comprensión de lectura; Reading comprehension; http://id.loc.gov/authorities/subjects/sh2001007037; http://vocabularies.unesco.org/thesaurus/concept59; http://vocabularies.unesco.org/thesaurus/concept3937
• Rights: openAccess
• License: Atribución-NoComercial 2.5 Colombia (CC BY-NC 2.5 CO)