Using Reading to Learn for EFL students’ reading of explanations

• Tatiana Becerra ^[2] ; José Herazo ^[2] ; Paula García ^[2] ; Anamaría Sagre ^[2] ; Luisa Díaz ^[1]
  1. [1] Universidad de Sucre

     Universidad de Sucre

     Colombia

     
  2. [2] Universidad de Córdoba. Colombia
• Localización: ELT journal: An international journal for teachers of English to speakers of other languages, ISSN 0951-0893, Vol. 74, Nº 3, 2020, págs. 237-246
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Reading to Learn (R2L) is an instructional approach that leads students from aided to independent creation of meaning in reading and writing. The approach uses whole texts as the point of departure for instruction. This case study explored how R2L promoted ninth graders’ comprehension of explanation texts in EFL during six lessons and students’ perceptions about R2L. The study involved a group of ninth graders from a secondary state school in Colombia whose results in national standardized tests had been traditionally low, particularly in EFL reading. Results revealed that students became better readers of explanation texts and perceived R2L as a useful approach to develop their ability to understand written texts in EFL. The study highlights the benefits of R2L for enhancing L2 students’ meaning-making potential.