THE EFFECT OF MULTIMODALITIES ON READING COMPREHENSION IN EFL STUDENTS. Constanza Aranda Gutiérrez, Melisa Arteaga Muñoz, Jacqueline Martínez García; Profesor Guía: Marcela Soledad Vildósola Campos. SEMINARIO.
Tipo de material:
TextoDetalles de publicación: Chillán, Chile. 2017Descripción: 99 Hojas. Tablas, Figuras. 1 CD-ROMTipo de contenido: - text
- computer
- computer disc
Tesis o Seminario
| Biblioteca actual | Signatura | Copia número | Estado | Fecha de vencimiento | Código de barras | |
|---|---|---|---|---|---|---|
| Biblioteca UNACH Hemeroteca | Sem. Ped. Ingl. Lic. Ed. /AR 662 2017 UNACH CD. (Navegar estantería(Abre debajo)) | 1 | Disponible | 98370 |
CD-ROM contiene el Seminario en formato digital.
Seminario para optar al título de Profesor de Inglés y grado de Licenciado en Educación. Universidad Adventista de Chile, Chillán, 2017.
Bibliografía; h. 96-99
Anexos: h. 36-95
Resumen: Reading, one of the four skills that students need to develop when learning English as a second language, represents a stressful experience for both students and teachers due to the formers’ low level of reading proficiency when it comes to reading comprehension. However, the task of increasing their reading comprehension cannot be carried out using only one strategy or method since every student is different and has different needs. One approach that seeks to incorporate the different students’ learning styles is multimodality. This quasi-experimental, mixed method study explores the effect of multimodalities on the students’ reading comprehension. The results were obtained from two groups of sixth graders and two groups of eleventh graders.
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