Affecting Reading Comprehension through ICTs in Question-Answer Relationship in EFL classroom
Palabras clave:
ICTs, Question-Answer Relationships, reading comprehension
Resumen
Reading comprehension plays a transcendent role in language learning. Previous research has highlighted the importance of reading strategies and how students must be trained in how to apply them in order to improve reading comprehension. However, little attention has been given to the use of question-answer relationships (QAR) strategy combined with information and communication technologies (ICTs). The present qualitative action research study used a teacher’s journal, surveys, and a multiple-choice test to collect data on the impact of QAR and ICTs on reading comprehension of students in a Colombian public school. Data were analyzed using the grounded theory approach. Results indicated that students improved their reading comprehension skills through reading strategies, and collaborative learning while in-class; however, test scores did not change. This lends support to the notion that QAR and ICTs is an effective approach to reading comprehension, in which case it should be more widely adopted by the reading programs at institutions.
Citas
An, S. (2013). Schema theory in reading. Theory and Practice in Language Studies, 3(1),
130–134. https://doi.org/10.4304/tpls.3.1.130-134
Barret, T. C. (1976). Taxonomy of reading comprehension. In C. Smith & T. C. Barrett
(Eds.), Teaching reading in the midde class. Boston, MA: Addison-Wesley.
Benito, Y. M., Foley, C. L., Craig, D., & Prescott, P. (1993). The effect of instruction in
quest ion-answer relationships and metacognition on social studies comprehension.
Journal of Research in Reading, 16(1), 20–29.
Bensoussan, M., & Ramraz, R. (1984). Testing EFL Reading Comprehension Using a
Multiple-Choice Rational Cloze. The Modern Language Journal, 68(3), 230–239.
https://doi.org/10.1111/j.1540-4781.1984.tb01569.x
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956).
Taxonomy of educational objectives, handbook I: The cognitive domain. New York:
David McKay Co Inc.
Burns, A. (2010). Doing action research in English language teaching : a guide for
practitioners. Routledge.
Chan, V. (2000). Fostering learner autonomy in an ESL classroom. TESL Canada Journal,
18(1), 75–86. Retrieved from
http://teslcanadajournal.ca/tesl/index.php/tesl/article/view/901/720
Coiro, J., & Dobler, E. (2007). Exploring the online reading comprehension strategies used
by sixth-grade skilled readers to search for and locate information on the Internet.
Reading Research Quarterly, 42(2), 214–257. https://doi.org/10.1598/RRQ.42.2.2
Corbin, J. M., & Strauss, A. L. (2015). Basics of qualitative research : techniques and
procedures for developing grounded theory (4th ed.). Los Angeles: SAGE
Publications.
Cortese, E. E. (2003). The application of Question-Answer Relationship strategies to
pictures. Reading Teacher, 57(4), 374–380.
Cummins, S., Streiff, M., & Ceprano, M. (2012). Understanding and Applying the QAR
Strategy to Improve Test Scores. Journal of Inquiry & Action in Education, 4(3), 18–
26.
Denzin, N. K., & Lincoln, Y. S. (2011). The Sage handbook of qualitative research (4th
ed.). Thousand Oaks: Sage.
Echeverri Acosta, L. M., & McNulty Ferri, M. (2010). Reading Strategies to Develop
Higher Thinking Skills for Reading Comprehension. PROFILE Issues in Teachers’
Professional Development, 12(1), 107–123.
Emerson, R. M., Fretz, R. I., & Shaw, L. L. (2011). Writing ethnographic fieldnotes (2nd
ed.). Chicago: University of Chicago.
Gao, Y. (2013). The effect of summary writing on reading comprehension: The role of
mediation in EFL classroom. Reading Improvement, 50(2), 43–47.
Green, S. (2016). Two for One: Using QAR to Increase Reading Comprehension and
Improve Test Scores. Reading Teacher, 70(1), 103–109.
https://doi.org/10.1002/trtr.1466
Gutierrez, C., & Salmerón, H. (2012). Estrategias de comprension lectora: Enseñanza y
evaluación en educacion primaria [Strategies for reading comprehension: teaching and assessment in primary education]. Profesorado, Revista de Currículum Y Formación
Del Profesorado, 16(1), 183–202. Retrieved from
http://www.ugr.es/local/recfpro/rev161ART11.pdf
Hallberg, L. R.-M. (2006). The “core category” of grounded theory: Making constant
comparisons. International Journal of Qualitative Studies on Health and Well-Being,
1(3), 141–148. https://doi.org/10.1080/17482620600858399
Hammerly, H., & Colhoun, E. R. (1984). Rational Multiple-Choice Cloze and Progress
Testing. Hispania, 67(3), 411–415. https://doi.org/10.2307/342113
Hemmati, F., & Bemani, S. (2013). Comparing Effect of “Summarizing”, “Question
Answer Relationship”, and “Syntactic Structure Identification” on the Reading
Comprehension of Iranian EFL students. International Journal of Applied Linguistics
& English Literature, 2(1), 151–156. https://doi.org/10.7575/ijalel.v.2n.1p.151
Holec, H., & Council of Europe. (1981). Autonomy and foreign language learning. Oxford:
Pergamon Press.
ICFES. (2016). Sistema Nacional de Evaluación Estandarizada de la Educación:
Alineación del examen Saber 11 [National system of standardized tests of education:
Saber 11 test alingment] (3rd ed.). Bogotá: ICFES.
Izquierdo Castillo, A., & Jiménez Bonilla, S. (2014). Building up Autonomy Through
Reading Strategies . Profile Issues in Teachers` Professional Development . scieloco .
Jimenez Pulido, C. (2009). Webquests and the Improvement of Critical Reading Skills in a
group of University Students. Universidad de la Sabana.
Kamil, M. L., Borman, G. D., Dole, J., Kral, Cathleen, C., Salinger, T., & Torgesen, J. (2008). Improving Adolescent Literacy: Effective Classroom and Intervention
Practices. Washington DC. Retrieved from
https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/adlit_pg_082608.pdf
Kinniburgh, L. H., & Baxter, A. (2012). Using question answer relationships in science
instruction to increase the reading achievement of struggling readers and students with
reading disabilities. Current Issues in Education, 15(2).
Kinniburgh, L. H., & Prew, S. S. (2010). Question answer relationships (QAR) in the
primary grades: Laying the foundation for reading comprehension. International
Journal of Early Childhood Special Education, 2(1), 31–44.
Kinniburgh, L. H., & Shaw, E. L. (2009). Using Question-Answer Relationships to Build:
Reading Comprehension in Science. Science Activities: Classroom Projects and
Curriculum Ideas, 45(4), 19–28. https://doi.org/10.3200/SATS.45.4.19-28
Lizcano, Y. E. (2015). Enhancing Metacognitive Reading Awareness in Blended
Environments. Universidad de La Sabana. Retrieved from
http://intellectum.unisabana.edu.co/bitstream/handle/10818/19664/Yira Elizabeth
Lizcano Rojas %28tesis%29.pdf?sequence=1&isAllowed=y
López, M. E. (2006). Exploring students’ EFL writing through hypertext design.
Colombian Applied Linguistics Journal, 8(1), 74–122.
Lysaker, J., & Thompson, B. (2013). Teacher research as a practical tool for learning to
teach. Language Arts, 90(3), 181–191. Retrieved from
http://www.ncte.org/library/NCTEFiles/Resources/Journals/LA/0903
jan2013/LA0903Teacher.pdf
Mária, D., László, D., Andrea, H., Péter, S., Tünde, T., & Klára, S.-V. (2016). ICT effects
on cognitive function in school age . Magyar Pszichologiai Szemle, 71(1), 165–195.
https://doi.org/10.1556/0016.2016.71.1.9
Marzban, A. (2011). Improvement of reading comprehension through computer-assisted
language learning in Iranian intermediate EFL students. Procedia Computer Science,
3(1), 3–10. https://doi.org/10.1016/j.procs.2010.12.003
McNamara, D. S. (2007). Reading comprehension strategies : theories, interventions, and
technologies. Mahwah, New Jersey: Lawrence Erlbaum Associates.
Ministerio de Educación Nacional. (2006). Formar en lenguas extranjeras: inglés ¡el reto!
[Training in foreign languages: English, the challenge!]. Colombia: Imprenta
Nacional. Retrieved from
http://www.colombiaaprende.edu.co/html/mediateca/1607/articles
115375_archivo.pdf
Morse, J. M., Barrett, M., Mayan, M., Olson, K., & Spiers, J. (2002). Verification
Strategies for Establishing Reliability and Validity in Qualitative Research.
International Journal of Qualitative Methods, 1(2), 13–22.
Muzammil, S. (2017). QAR (question answer relationship) as an alternative strategy to
teach reading. Journal of Linguistics, Literature and Language Teaching, 2(2), 101–
123. Retrieved from http://journal.iainlangsa.ac.id/index.php/jl3t/article/view/17
Ouzts, D. T. (1998). Enhancing the connection between literature and the social studies
using the question-answer relationship. Social Studies and the Young Learner, 10(4),
26–28.
Pappa, E. T., & Tsaparlis, G. (2011). Evaluation of questions in general chemistry
textbooks according to the form of the questions and the Question-Answer
Relationship (QAR): the case of intra- and intermolecular chemical bonding. Chem.
Educ. Res. Pract., 12(2), 262–270. https://doi.org/10.1039/C1RP90031E
Poole, A. (2009). The Reading Strategies Used by Male and Female Colombian University
Students. PROFILE Issues in Teachers’ Professional Development, 11(1), 29–40.
Praveen, D., & Rajan, P. (2013). Using graphic organizers to improve reading
comprehension skills for the middle school ESL students. English Language
Teaching, 6(2), 155–170. https://doi.org/10.5539/elt.v6n2p155
Raphael, T. E. (1982). Question-answering strategies for children. The Reading Teacher,
36(2), 186–190.
Raphael, T. E. (1986). Teaching Question Answer Relationships, Revisited. The Reading
Teacher, 39(6), 516–522.
Rinji, D. N., & Ohiare, U. M. F. (2017). Infusing Skills Acquisition Contents In Reading
Comprehension Via Information And Communication Technologies ( Icts ) For
Economic Empowerment In Nigeria. Advances in Social Sciences Research Journal,
4(5), 124–132. https://doi.org/10.14738/assrj.45.2811.
Ríos Olaya, S. R., & Valcárcel Goyeneche, A. M. (2005). Reading: A Meaningful Way to
Promote Learning English in High School. Profile Issues in Teachers` Professional
Development, 6(1), 59–72.
Roa Pinzón, M. A. (2014). Making Connections: Impact of Graphic Organizers in Reading
Comprehension and Summarization. Universidad de La Sabana. Retrieved from
Rojas, L. M. (2001). Teaching reading in large classes. PROFILE Issues in Teachers’
Professional Development, 2(1), 71–77.
Sarrab, M., Al-Shihi, H., & Hussain Rehman, O. M. (2013). Exploring Major Challenges
and Benefits of M-learning Adoption. British Journal of Applied Science &
Technology, 3(34), 826–839.
Stafford, T. (2012). The effect of question-answer relationships on ninth-grade students’
ability to accurately answer comprehension questions. University of Central Florida.
Retrieved from http://etd.fcla.edu/CF/CFE0004605/Stafford_Final_pdf_11-5-12.pdf
Storch, N. (2001). How collaborative is pair work? ESL tertiary students composing in
pairs. Language Teaching Research, 5(1), 29–53.
https://doi.org/10.1177/136216880100500103
Vargas B., N., & Abouchaar V., A. (2001). Project Work as the Central Part of the
Curriculum. PROFILE Issues in Teachers’ Professional Development, 2(1), 83–86.
Retrieved from http://revistas.unal.edu.co/index.php/profile/article/view/11356
130–134. https://doi.org/10.4304/tpls.3.1.130-134
Barret, T. C. (1976). Taxonomy of reading comprehension. In C. Smith & T. C. Barrett
(Eds.), Teaching reading in the midde class. Boston, MA: Addison-Wesley.
Benito, Y. M., Foley, C. L., Craig, D., & Prescott, P. (1993). The effect of instruction in
quest ion-answer relationships and metacognition on social studies comprehension.
Journal of Research in Reading, 16(1), 20–29.
Bensoussan, M., & Ramraz, R. (1984). Testing EFL Reading Comprehension Using a
Multiple-Choice Rational Cloze. The Modern Language Journal, 68(3), 230–239.
https://doi.org/10.1111/j.1540-4781.1984.tb01569.x
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956).
Taxonomy of educational objectives, handbook I: The cognitive domain. New York:
David McKay Co Inc.
Burns, A. (2010). Doing action research in English language teaching : a guide for
practitioners. Routledge.
Chan, V. (2000). Fostering learner autonomy in an ESL classroom. TESL Canada Journal,
18(1), 75–86. Retrieved from
http://teslcanadajournal.ca/tesl/index.php/tesl/article/view/901/720
Coiro, J., & Dobler, E. (2007). Exploring the online reading comprehension strategies used
by sixth-grade skilled readers to search for and locate information on the Internet.
Reading Research Quarterly, 42(2), 214–257. https://doi.org/10.1598/RRQ.42.2.2
Corbin, J. M., & Strauss, A. L. (2015). Basics of qualitative research : techniques and
procedures for developing grounded theory (4th ed.). Los Angeles: SAGE
Publications.
Cortese, E. E. (2003). The application of Question-Answer Relationship strategies to
pictures. Reading Teacher, 57(4), 374–380.
Cummins, S., Streiff, M., & Ceprano, M. (2012). Understanding and Applying the QAR
Strategy to Improve Test Scores. Journal of Inquiry & Action in Education, 4(3), 18–
26.
Denzin, N. K., & Lincoln, Y. S. (2011). The Sage handbook of qualitative research (4th
ed.). Thousand Oaks: Sage.
Echeverri Acosta, L. M., & McNulty Ferri, M. (2010). Reading Strategies to Develop
Higher Thinking Skills for Reading Comprehension. PROFILE Issues in Teachers’
Professional Development, 12(1), 107–123.
Emerson, R. M., Fretz, R. I., & Shaw, L. L. (2011). Writing ethnographic fieldnotes (2nd
ed.). Chicago: University of Chicago.
Gao, Y. (2013). The effect of summary writing on reading comprehension: The role of
mediation in EFL classroom. Reading Improvement, 50(2), 43–47.
Green, S. (2016). Two for One: Using QAR to Increase Reading Comprehension and
Improve Test Scores. Reading Teacher, 70(1), 103–109.
https://doi.org/10.1002/trtr.1466
Gutierrez, C., & Salmerón, H. (2012). Estrategias de comprension lectora: Enseñanza y
evaluación en educacion primaria [Strategies for reading comprehension: teaching and assessment in primary education]. Profesorado, Revista de Currículum Y Formación
Del Profesorado, 16(1), 183–202. Retrieved from
http://www.ugr.es/local/recfpro/rev161ART11.pdf
Hallberg, L. R.-M. (2006). The “core category” of grounded theory: Making constant
comparisons. International Journal of Qualitative Studies on Health and Well-Being,
1(3), 141–148. https://doi.org/10.1080/17482620600858399
Hammerly, H., & Colhoun, E. R. (1984). Rational Multiple-Choice Cloze and Progress
Testing. Hispania, 67(3), 411–415. https://doi.org/10.2307/342113
Hemmati, F., & Bemani, S. (2013). Comparing Effect of “Summarizing”, “Question
Answer Relationship”, and “Syntactic Structure Identification” on the Reading
Comprehension of Iranian EFL students. International Journal of Applied Linguistics
& English Literature, 2(1), 151–156. https://doi.org/10.7575/ijalel.v.2n.1p.151
Holec, H., & Council of Europe. (1981). Autonomy and foreign language learning. Oxford:
Pergamon Press.
ICFES. (2016). Sistema Nacional de Evaluación Estandarizada de la Educación:
Alineación del examen Saber 11 [National system of standardized tests of education:
Saber 11 test alingment] (3rd ed.). Bogotá: ICFES.
Izquierdo Castillo, A., & Jiménez Bonilla, S. (2014). Building up Autonomy Through
Reading Strategies . Profile Issues in Teachers` Professional Development . scieloco .
Jimenez Pulido, C. (2009). Webquests and the Improvement of Critical Reading Skills in a
group of University Students. Universidad de la Sabana.
Kamil, M. L., Borman, G. D., Dole, J., Kral, Cathleen, C., Salinger, T., & Torgesen, J. (2008). Improving Adolescent Literacy: Effective Classroom and Intervention
Practices. Washington DC. Retrieved from
https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/adlit_pg_082608.pdf
Kinniburgh, L. H., & Baxter, A. (2012). Using question answer relationships in science
instruction to increase the reading achievement of struggling readers and students with
reading disabilities. Current Issues in Education, 15(2).
Kinniburgh, L. H., & Prew, S. S. (2010). Question answer relationships (QAR) in the
primary grades: Laying the foundation for reading comprehension. International
Journal of Early Childhood Special Education, 2(1), 31–44.
Kinniburgh, L. H., & Shaw, E. L. (2009). Using Question-Answer Relationships to Build:
Reading Comprehension in Science. Science Activities: Classroom Projects and
Curriculum Ideas, 45(4), 19–28. https://doi.org/10.3200/SATS.45.4.19-28
Lizcano, Y. E. (2015). Enhancing Metacognitive Reading Awareness in Blended
Environments. Universidad de La Sabana. Retrieved from
http://intellectum.unisabana.edu.co/bitstream/handle/10818/19664/Yira Elizabeth
Lizcano Rojas %28tesis%29.pdf?sequence=1&isAllowed=y
López, M. E. (2006). Exploring students’ EFL writing through hypertext design.
Colombian Applied Linguistics Journal, 8(1), 74–122.
Lysaker, J., & Thompson, B. (2013). Teacher research as a practical tool for learning to
teach. Language Arts, 90(3), 181–191. Retrieved from
http://www.ncte.org/library/NCTEFiles/Resources/Journals/LA/0903
jan2013/LA0903Teacher.pdf
Mária, D., László, D., Andrea, H., Péter, S., Tünde, T., & Klára, S.-V. (2016). ICT effects
on cognitive function in school age . Magyar Pszichologiai Szemle, 71(1), 165–195.
https://doi.org/10.1556/0016.2016.71.1.9
Marzban, A. (2011). Improvement of reading comprehension through computer-assisted
language learning in Iranian intermediate EFL students. Procedia Computer Science,
3(1), 3–10. https://doi.org/10.1016/j.procs.2010.12.003
McNamara, D. S. (2007). Reading comprehension strategies : theories, interventions, and
technologies. Mahwah, New Jersey: Lawrence Erlbaum Associates.
Ministerio de Educación Nacional. (2006). Formar en lenguas extranjeras: inglés ¡el reto!
[Training in foreign languages: English, the challenge!]. Colombia: Imprenta
Nacional. Retrieved from
http://www.colombiaaprende.edu.co/html/mediateca/1607/articles
115375_archivo.pdf
Morse, J. M., Barrett, M., Mayan, M., Olson, K., & Spiers, J. (2002). Verification
Strategies for Establishing Reliability and Validity in Qualitative Research.
International Journal of Qualitative Methods, 1(2), 13–22.
Muzammil, S. (2017). QAR (question answer relationship) as an alternative strategy to
teach reading. Journal of Linguistics, Literature and Language Teaching, 2(2), 101–
123. Retrieved from http://journal.iainlangsa.ac.id/index.php/jl3t/article/view/17
Ouzts, D. T. (1998). Enhancing the connection between literature and the social studies
using the question-answer relationship. Social Studies and the Young Learner, 10(4),
26–28.
Pappa, E. T., & Tsaparlis, G. (2011). Evaluation of questions in general chemistry
textbooks according to the form of the questions and the Question-Answer
Relationship (QAR): the case of intra- and intermolecular chemical bonding. Chem.
Educ. Res. Pract., 12(2), 262–270. https://doi.org/10.1039/C1RP90031E
Poole, A. (2009). The Reading Strategies Used by Male and Female Colombian University
Students. PROFILE Issues in Teachers’ Professional Development, 11(1), 29–40.
Praveen, D., & Rajan, P. (2013). Using graphic organizers to improve reading
comprehension skills for the middle school ESL students. English Language
Teaching, 6(2), 155–170. https://doi.org/10.5539/elt.v6n2p155
Raphael, T. E. (1982). Question-answering strategies for children. The Reading Teacher,
36(2), 186–190.
Raphael, T. E. (1986). Teaching Question Answer Relationships, Revisited. The Reading
Teacher, 39(6), 516–522.
Rinji, D. N., & Ohiare, U. M. F. (2017). Infusing Skills Acquisition Contents In Reading
Comprehension Via Information And Communication Technologies ( Icts ) For
Economic Empowerment In Nigeria. Advances in Social Sciences Research Journal,
4(5), 124–132. https://doi.org/10.14738/assrj.45.2811.
Ríos Olaya, S. R., & Valcárcel Goyeneche, A. M. (2005). Reading: A Meaningful Way to
Promote Learning English in High School. Profile Issues in Teachers` Professional
Development, 6(1), 59–72.
Roa Pinzón, M. A. (2014). Making Connections: Impact of Graphic Organizers in Reading
Comprehension and Summarization. Universidad de La Sabana. Retrieved from
Rojas, L. M. (2001). Teaching reading in large classes. PROFILE Issues in Teachers’
Professional Development, 2(1), 71–77.
Sarrab, M., Al-Shihi, H., & Hussain Rehman, O. M. (2013). Exploring Major Challenges
and Benefits of M-learning Adoption. British Journal of Applied Science &
Technology, 3(34), 826–839.
Stafford, T. (2012). The effect of question-answer relationships on ninth-grade students’
ability to accurately answer comprehension questions. University of Central Florida.
Retrieved from http://etd.fcla.edu/CF/CFE0004605/Stafford_Final_pdf_11-5-12.pdf
Storch, N. (2001). How collaborative is pair work? ESL tertiary students composing in
pairs. Language Teaching Research, 5(1), 29–53.
https://doi.org/10.1177/136216880100500103
Vargas B., N., & Abouchaar V., A. (2001). Project Work as the Central Part of the
Curriculum. PROFILE Issues in Teachers’ Professional Development, 2(1), 83–86.
Retrieved from http://revistas.unal.edu.co/index.php/profile/article/view/11356
Publicado
2019-05-31
Cómo citar
Miranda Escobar, A. (2019). Affecting Reading Comprehension through ICTs in Question-Answer Relationship in EFL classroom. Revista Electrónica TicALS, 1(5), 71 - 117. Recuperado a partir de http://als.edu.co/index.php/ticals/article/view/110
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