The impact of phonological awareness on EFL students’ reading comprehension
| dc.audience | Todo Público | |
| dc.contributor.advisor | Aragón, Juan Manuel | |
| dc.contributor.author | Cuervo Cañón, Carolina | |
| dc.coverage.spatial | Cali de Lat: 03 24 00 N degrees minutes Lat: 3.4000 decimal degrees Long: 076 30 00 W degrees minutes Long: -76.5000 decimal degrees. | |
| dc.date.accessioned | 2026-06-22T22:23:37Z | |
| dc.date.issued | 2025-06-27 | |
| dc.description.abstract | Este estudio tuvo como objetivo explorar la relación entre la conciencia fonológica y las habilidades de comprensión lectora en estudiantes de cuarto semestre de la Universidad de Quindío, centrándose en una muestra de seis participantes que participaron en un programa de entrenamiento fonológico de cuatro semanas con una sesión semanal de una hora. Mediante una metodología de investigación-acción, el estudio utilizó pruebas previas y posteriores, cuestionarios y un diario para evaluar la efectividad de la intervención. Los hallazgos indican que la integración del entrenamiento fonológico en el currículo de inglés como lengua extranjera mejora significativamente la comprensión lectora de los estudiantes, como lo demuestra la mejora en el reconocimiento de vocabulario y las habilidades de decodificación de palabras. Sin embargo, los resultados también resaltan la importancia de brindar apoyo adicional para abordar las dificultades fonológicas persistentes que enfrentan algunos estudiantes. Palabras clave: Conciencia fonológica, entrenamiento fonológico, comprensión lectora, desarrollo de vocabulario. | spa |
| dc.description.abstract | This study aimed to explore the relationship between phonological awareness and reading comprehension skills among fourth - semester students at University of Quindío focusing on a sample of six participants who were engaged in a four - week phonological training program with one session per week of 1 hour . Using an action research methodology, the study used pre - tests, post - tests, questionnaires, and a journal to evaluate the effectiveness of the intervention. The findings indicate that integrating phonological training into the EFL curriculum significantly enhances students’ reading comprehension, as evidenced by improved vocabulary recognition and word decoding abilities. However, the results also highlight the importance of providing additional support to address persistent phonological challenges faced by some students. Key words: Phonological awareness, phonological training, reading comprehension, vocabulary development. | eng |
| dc.description.degreelevel | Magíster | |
| dc.description.degreename | Trabajo de grado para optar al título de Magister en la Enseñanza del inglés Como Lengua Extranjera | |
| dc.description.tableofcontents | DEDICATION -- ACKNOWLEDGMENTS -- ABSTRACT -- TABLE OF CONTENTS -- CHAPTER 1: INTRODUCTION -- CHAPTER 2: JUSTIFICATION -- OBJECTIVES -- GENERAL OBJECTIVE -- SPECIFIC OBJECTIVE -- CHAPTER 3: LITERATURE REVIEW -- CHAPTER 4: THEORETICAL FRAMEWORK -- 3.1 PHONOLOGICAL AWARENESS -- 3.1.1 The Foundational Role of Phonological Awareness in Reading Development -- 3.1.2 Beyond Grammar and Vocabulary -- 3.1.3 Phonological Awareness in Adult Language Learners -- 3.1.4 Cross - Linguistic Transfer of Phonological Skills -- 3.2 PHONOLOGICAL TRAINING -- 3.2.1 Impact of Phonological Training on Reading Skills in EFL Learners -- 3.2.2 Phonological Awareness and Educational Practices -- 3.2.3 Phonological Awareness Gaps in the University of Quindío -- 3.2.4 Limitations of Phonological Training -- 3.3 READING COMPREHENSION -- 3.3.1 Link Between Phonological Awareness and Reading Comprehension -- 3.3.2 Cross - Linguistic Transfer -- 3.3.3 Prosodic and Phonological Awareness -- 3.3.4 Instructional Tools and Teacher Practice -- 3.3.5 Limitations -- 3.3.6 L1 - L2 Differences -- CHAPTER 5: METHODOLOGY -- 4.1 SETTING -- 4.2 RESEARCH DESING -- 4.3 RESEARCH STRATEGY -- 4.3.1.1 PLANNING -- 4.3.1.2 STAGE 2: ACTING -- 4.3.1.3 STAGE 3: OBSERVING -- 4.4 DATA COLLECTION METHODS -- TABLE 1 -- 4.4.1.1 INSTRUMENTS -- TABLE 2 -- INSTRUMENTS -- DESCRIPTIONS -- PRE - TEST -- QUESTIONNAIRE -- CLASSROOMS DOCUMENTS -- JOURNAL -- POS - TEST -- 4.5 ANALYSIS OF THE DATA -- 4.6 LIMITATIONS -- CHAPTER 6: RESEARCH FINDINGS AND ANALYSIS -- 5.1 QUESTIONNAIRE -- 5.2 PRE - TEST -- 5.3 PHONETIC TRAINING -- 5.3.1 TH SOUNDS -- 5.3.2 DIPHTHONGS -- 5.3.3 RHYMING -- 5.4 PRE AND POST - TEST -- CHAPTER 7: CONCLUSIONS -- RECOMMENDATIONS -- AND LIMITATIONS -- 6.1 CONCLUSIONS -- 6.2 RECOMMENDATIONS -- 6.3 LIMITATIONS -- REFERENCES -- APPENDIXES -- APPENDIX 1 -- APPENDIX 2 -- Table of Figures -- Figure 1 -- Figure 2 -- Figure 3 -- Figure 4 -- Figure 5 -- Figure 6 -- Figure 7 | spa |
| dc.format.extent | 86 páginas | |
| dc.format.medium | Digital | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.OLIB | https://biblioteca2.icesi.edu.co/cgi-olib/?oid= | |
| dc.identifier.instname | instname:Universidad Icesi | |
| dc.identifier.reponame | reponame:Biblioteca Digital | |
| dc.identifier.repourl | repourl:https://repository.icesi.edu.co/ | |
| dc.identifier.uri | https://hdl.handle.net/10906/130746 | |
| dc.language.iso | eng | |
| dc.publisher | Universidad Icesi | |
| dc.publisher.faculty | Ciencias Humanas | |
| dc.publisher.place | Santiago de Cali | |
| dc.publisher.program | Maestría en Enseñanza del inglés Como Lengua Extranjera | |
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| dc.rights | EL AUTOR, expresa que la obra objeto de la presente autorización es original y la elaboró sin quebrantar ni suplantar los derechos de autor de terceros, y de tal forma, la obra es de su exclusiva autoría y tiene la titularidad sobre éste. PARÁGRAFO: en caso de queja o acción por parte de un tercero referente a los derechos de autor sobre el artículo, folleto o libro en cuestión, EL AUTOR, asumirá la responsabilidad total, y saldrá en defensa de los derechos aquí autorizados; para todos los efectos, la Universidad Icesi actúa como un tercero de buena fe. Esta autorización, permite a la Universidad Icesi, de forma indefinida, para que en los términos establecidos en la Ley 23 de 1982, la Ley 44 de 1993, leyes y jurisprudencia vigente al respecto, haga publicación de este con fines educativos. Toda persona que consulte ya sea la biblioteca o en medio electrónico podrá copiar apartes del texto citando siempre la fuentes, es decir el título del trabajo y el autor. | |
| dc.rights.accessrights | info:eu-repo/semantics/openAccess | |
| dc.rights.coar | http://purl.org/coar/access_right/c_abf2 | |
| dc.rights.license | Attribution-NonCommercial-NoDerivatives 4.0 International | en |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | |
| dc.subject.proposal | Conciencia fonológica | spa |
| dc.subject.proposal | Entrenamiento fonológico | spa |
| dc.subject.proposal | Comprensión lectora | spa |
| dc.subject.proposal | Desarrollo de vocabulario | spa |
| dc.subject.proposal | Phonological awareness | eng |
| dc.subject.proposal | Phonological training | eng |
| dc.subject.proposal | Reading comprehension | eng |
| dc.subject.proposal | Vocabulary development | eng |
| dc.subject.proposal | Tesis de Maestría en Enseñanza del inglés Como Lengua Extranjera | spa |
| dc.title | The impact of phonological awareness on EFL students’ reading comprehension | spa |
| dc.type | master thesis | |
| dc.type.coar | http://purl.org/coar/resource_type/c_bdcc | |
| dc.type.coarversion | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |
| dc.type.driver | info:eu-repo/semantics/masterThesis | |
| dc.type.local | Tesis de maestría | |
| dc.type.version | info:eu-repo/semantics/publishedVersion |