Literacy and Technologies in EFL Settings: Fostering Reading Comprehension on the Internet

Girón-García, Carolina

doi:10.5565/rev/jtl3.616

Cited by 7 publications

(9 citation statements)

References 9 publications

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“…In his study, Yıldırım (2012) aims to determine the effect of educational computer games on vocabulary learning in foreign language lessons and has determined that mobile games and vocabulary instruction provide persistence in learning. In addition, in his study for the purpose of evaluating the use of computers in foreign language lessons in terms of reading and comprehension success, Girón-García (2015), stated that the materials used on computer in foreign language courses increased the reading and understanding success of students. The researcher also found in his study that the students responded positively to the use of computer technologies in foreign language courses.…”

Section: Discussion Results and Recommendationsmentioning

confidence: 99%

The impact of cyberhunt on reading comprehension level in foreign language teaching

Kumkale¹,

Adıgüzel²

2019

HIG

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Section: Discussion Results and Recommendationsmentioning

confidence: 99%

The impact of cyberhunt on reading comprehension level in foreign language teaching

Kumkale¹,

Adıgüzel²

2019

HIG

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“…In other words, the teaching material seems to have some gaps, since it has trouble coping with current trends in language teaching/learning, such as: the status of English in the globalized world (MIRANDA, 2015) and grammar instruction (RODRIGUES, 2005), as illustrated in the excerpts. Nonetheless, this discussion could also encompass text/discursive genres (CRISTÓVÃO, 2018), critical and digital literacy (GIRÓN-GARCÍA, 2015, ZHANG, 2015 and language variation (RODRIGUES, 2005; FRANCESCON; SENEFONTE; BARONAS, 2013), to name a few.…”

Section: Challengesmentioning

confidence: 99%

The Paraná Speaks English Program in Teacher Education

Senefonte

2021

Rev. bras. linguist. apl.

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At the interface between internationalization and language policies (ALTBACH; KNIGHT, 2007), the Paraná Speaks Languages (English) Program emerges as a strategy for the internationalization of universities in the state of Paraná. In this respect, this qualitative case study endeavored to describe and explain the extent to which the Program can contribute to the process of continuing teacher education. In addition, the study sought to discuss future actions, mediated by the Program, aiming at an improvement in teacher education. Through theoretical-methodological sessions and semi-structured interviews, the study involved three English teachers and a pedagogical coordinator. Results indicate that the continuing teacher education in the Program is characterized by didactic-pedagogical and administrative challenges and benefits (gains) in terms of pragmatic, cognitive and empowerment domains.

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“…As a result, the texts produced were very short and missed important information that readers need to know. In practicing literacy in a non-native language, students need to learn not only about vocabulary, grammar, and discourse; but they are also learning new ways to structure their thoughts (Girón-García, 2015).…”

Section: Cognitive Dimension Of Literacy In Students' Textsmentioning

confidence: 99%

The Demonstration of Linguistic, Cognitive and Socio-cultural Dimensions of Academic Literacy in Nursing Students’ Written Texts

Nurakhir

Yuliasri

Bharati

2020

j. pendidik. indonesia.

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This study aimed to evaluate the demonstration of linguistic, cognitive, and socio-cultural dimensions of academic literacy in the written texts produced by the students of the nursing program. A descriptive qualitative research design was used to meet the purpose of the study. Data were collected from the students’ written texts, which served as the students’ responses to an English quiz. Fifteen out of fifty-two students’ written texts were randomly selected for the analysis. A modified scale table from the existing literature was used as a guideline during the analysis. This scale describes an assessment of the three dimensions of literacy: linguistic, cognitive, and socio-cultural. The results of the analysis showed that, in general, the students had a fair level of linguistic, cognitive, and socio-cultural dimensions of literacy. They could partially use layouts, punctuations, capitalizations, verb conjugations, and agreement as well as spelling. They also seemed to be familiar with some types of texts and generic structures, as well as linguistic features. However, there was evidence that students provided a less complete response and sometimes irrelevant information as well as an inconsistent interpretation of the subject of the text. This study indicates a high need for nursing students to improve their ability in academic literacy in English. As academic literacy is not a natural phenomenon, instead a learned ability, it should be developed and fostered in the educational institutions.

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Literacy and Technologies in EFL Settings: Fostering Reading Comprehension on the Internet

Cited by 7 publications

References 9 publications

The impact of cyberhunt on reading comprehension level in foreign language teaching

The impact of cyberhunt on reading comprehension level in foreign language teaching

The Paraná Speaks English Program in Teacher Education

The Demonstration of Linguistic, Cognitive and Socio-cultural Dimensions of Academic Literacy in Nursing Students’ Written Texts

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