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Fostering Reading and Self-Directed Learning 2 FOSTERING READING AND SELF-DIRECTED LEARNING 2 Fostering Reading Comprehension and Self-Directed Learning in a Collaborative Strategic Reading (CSR) Setting Libardo Múnera, Tatiana Olmos, Clara Onatra, Patricia Pérez and Elizabeth Rojas Universidad de la Sabana FOSTERING READING AND SELF-DIRECTED LEARNING 3 Fostering Reading Comprehension and Self-Directed Learning in a Collaborative Strategic Reading (CSR) Setting Libardo Múnera, Tatiana Olmos, Clara Onatra, Patricia Pérez and Elizabeth Rojas A research report submitted in fulfillment of the requirements for the degree of Master in English Language Teaching for Self-Directed Learning Directed by: Jenny A. Mendieta Master in English Language Teaching for Self-Directed Learning Department of Foreign Languages and Cultures Universidad de la Sabana Chia, 2013 Universidad de la Sabana FOSTERING READING AND SELF-DIRECTED LEARNING 4 Table of Contents Page Abstract…………………………………………………………………………………….……. 5 Resumen ……………………………………………………………………………………...…. 6 Introduction ……............................................................................................................................9 CHAPTER I Statement of the Problem ...............................................................................................................9 Rationale…………............................................................................................................11 Research Questions..……................................................................................................. 13 Research Objectives..………………................................................................................ 13 CHAPTER II Theoretical Framework……...…….............................................................................................. 15 Reading Comprehension and Reading Strategies ........................................................... 15 Collaborative Strategic Reading………………...…………………………...………… 19 Self-Direction…………………………………………………………………………... 25 CHAPTER III Research Design…………..…….................................................................................................. 35 Type of Study………………………………………………………….…..……………. 35 Researcher‟s Role…………............................................................................................. 36 Participants........................................................................................................................ 36 Instruments for Data Collection……………………………………………..……....….. 41 Data Collection Procedures….……………………………………………..…………… 43 FOSTERING READING AND SELF-DIRECTED LEARNING 5 Validity and Triangulation……………………………………………………………….45 Ethical Considerations…………………………………………………………………...45 CHAPTER IV Pedagogical Intervention and Implementation............................................................................. 46 Methodology…………………………………….………………………………..……….……. 46 Collaborative Work in CSR………………………………………………...……………………50 CHAPTER V Findings………………………………………………………………………………………… 57 CHAPTER VI Conclusions ………..……………………………........................................................................ 96 Pedagogical Implications……...………………………………………………………. 101 Limitations ……………………………..……………………………………..……..... 103 Methodological Suggestions…………………………………………………...……… 104 Suggestions for Further Research………………………………………………..……. 107 References………………………………………………………………………..……..……... 109 Appendixes…...……………………………………………………………………….............. 115 FOSTERING READING AND SELF-DIRECTED LEARNING 6 Abstract This Action Research Project was carried out at five public educational institutions in different regions of the country with very similar needs. All the teacher-researchers had common interests and concerns related to the weaknesses that learners showed in reading comprehension activities in primary, secondary and at university level. The overall aim of this Action Research study was to analyze whether the use of a Collaborative Strategic Reading could foster reading comprehension in English language learners and at the same time help them to become self- directed learners. The research design was guided by core definitions of the main constructs and the principle of Action Research, which consists of four essential moments: planning, action, observation and reflection. Data collected throughout the implementation included pre and post questionnaires, pre and post reading comprehension tests, students‟ learning logs and teacher´s journals. Results indicate that the Collaborative Strategic Reading affected participants in positive ways. Participants developed reading comprehension skills through cooperative work, efficacy in their metacognitive process, and interest and commitment towards learning when participating in a CSR classroom. Additionally, findings also reported students responded positively to the development of monitoring and self-assessment tasks which enhanced their self- direction. Keywords: Reading comprehension, collaborative strategic reading, self-directed learners, cooperative work, metacognitive process FOSTERING READING AND SELF-DIRECTED LEARNING 7 Resumen Este estudio se llevó a cabo en cinco instituciones educativas públicas en diferentes regiones del país con necesidades muy parecidas. Todos los docentes investigadores tenían intereses y preocupaciones comunes relacionadas con las debilidades que los estudiantes presentaban en comprensión lectora en los niveles de primaria, bachillerato y universitario. El propósito de este estudio de investigación-acción era analizar si el uso de la Estrategia Colaborativa de Lectura podía promover la comprensión lectora en los estudiantes del idioma ingles y al mismo tiempo ayudarles a convertirse en estudiantes autónomos. El diseño de la investigación se basó en las definiciones básicas de los constructos principales y los principios de la investigación acción la cual consiste en cuatro momentos esenciales: planeación, acción, observación y reflexión. La información recogida a lo largo de la implementación incluyo pre y post cuestionarios, pre y post exámenes de comprensión lectora, los diarios de los estudiantes y los diarios de los profesores. Los resultados indican que la Estrategia Colaborativa de Lectura afectó a los estudiantes de manera positiva ya que desarrollaron habilidades en comprensión lectora a través del trabajo colaborativo, eficacia en su proceso metacognitivo y el interés y el compromiso hacia el aprendizaje al participar en un salón de estrategia colaborativa de lectura. Adicionalmente, los resultados también reportaron que los estudiantes respondieron positivamente al desarrollo de tareas de monitoreo y auto evaluación las cuales aumentaron su auto-dirección. Palabras claves: comprensión lectora, Estrategia Colaborativa de Lectura, estudiantes auto-dirigidos, trabajo colaborativo y proceso metacognitivo. FOSTERING READING AND SELF-DIRECTED LEARNING 8 Acknowledgements Along this amazing journey, we found a lot of support from many different people, and that is why we would like to thank to all of them. First of all, we would like to thank all our professors from both Anaheim University and Universidad de la Sabana that have tremendously helped us to deepen our knowledge about the teaching and learning of the English language and have inspired us to pursue our goals and start our own path in research methods through this wonderful master program. We would also like to thank our research circle leader, Jenny Mendieta, for her ongoing feedback, her patience, and her endless support. Her vast knowledge about the subject was an asset for all of us in the reading research circle. Finally, we would like to thank our families, colleagues and friends who always had some inspiring and supporting words that encouraged us to carry out the project until the end. FOSTERING READING AND SELF-DIRECTED LEARNING 9 Declaration We hereby declare that our research report entitled: Fostering Reading Comprehension and Self-Directed Learning in a Collaborative Strategic Reading (CSR) Setting ● is the result of our research circle members‟ work. ● is the outcome of work done in collaboration as declared and specified in the text; ● is neither substantially the same as nor contains substantial portions of any similar work submitted or that is being concurrently submitted for any degree or diploma or other qualification at the Universidad de La Sabana or any other university or similar institution except as declared and specified in the text; ● complies with the word limits and other requirements stipulated by the Research Subcommittee of the Department of Languages and Cultures; ●has been submitted by or on the required submission date. Date: _____09/04/2013______________________________________________ Signatures: ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ Print name: Libardo Múnera Clara Onatra, Elizabeth Rojas Patricia Pérez Tatiana Olmos FOSTERING READING AND SELF-DIRECTED LEARNING 10 Fostering Reading Comprehension and Self-Directed Learning in a Collaborative Strategic Reading (CSR) Setting Introduction In this introductory chapter the researchers mention what the project is about and what motivated its design and implementation. They also explain what the problems are and the value the study has for their community and students, as well as the research questions
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