Browsing by Author "Galora Moya, Nelly Patricia"

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Differentiated instruction on reading skills at higher education level
(2020) Hernandez Cherrez, Elsa De los angeles; Galora Moya, Nelly Patricia; Hidalgo Camacho, Cynthia Soledad
The development of reading skills from early levels is the key tool to success not only in the academic context; but also for personal development. Reading at literal level is the starting point where students get the basic skills to develop comprehension reading skills at a higher level. The purpose of this study was identify the extent to which English teachers from elementary level groups of English as a Foreign Language (EFL) are aware of the effect of the implementation of Differentiated Instruction (DI) on the reading skills development. A total of 20 EFL teachers were surveyed in this investigation. Initially, teachers were asked to answer some questions about differentiated instruction, and later on, students of an experimental group were tested after the implementation of DI. The results showed a positive impact of DI on the development of reading skills, since there was a significant gain in the post test scores. There was also evidence of lack of awareness teachers have about the positive effect that DI has on the development of reading skills. The differentiated strategies met students’ needs, readiness level, learning styles and interests. Working under different modalities made students´ engagement easier through the implementation of differentiated reading modalities: peer reading, reading in groups, reading alone and reading for fluency. The teacher assisted the learners through the processes of content differentiation, process and product presentations. As a result, it was found advisable to apply a replica of this quasi-experiment to students of higher levels to see and confirm the great benefits of the implementation of Differentiated Instruction on the development of reading skills. Finally, based on the findings from questions were teachers were asked about DI, an e-book with differentiated strategies was developed to encourage and guide its implementation.
The effect of differentiated instruction on the development of reading comprehension skills in EFL beginner students
(2019) Hidalgo Camacho, Cynthia Soledad; Hernández Chérrez, Elsa de los Ángeles; Galora Moya, Nelly Patricia
The purpose of this study was to investigate the effect of Differentiated Instruction (DI) on the development of reading skills in English as Foreign Language (EFL) beginner undergraduate students, as well as to evaluate their perceptions of the effectiveness of DI on reading lessons. The sample was made up of 69 Ecuadorian EFL learners, divided in two groups: 36 students who were part of the experimental group, and 33 from the control group. The research instruments were a diagnostic reading test, a Pre-test and a Post-test on reading comprehension skills, and an exit survey about students’ opinions about the use of DI in the EFL classroom. The research results showed that before intervention, in the diagnostic reading test, both groups had a low percentage of reading understanding, while the post-test results were significantly higher. Additionally, the students acknowledged the effectiveness of DI as a tool for teachers to meet the learners’ individual needs and interests, as well as a way to generate opportunities to develop reading abilities at a literal level. Students agreed that DI motivated them to read in English and boosted their self-confidence to do it aloud. Therefore, it can be said that DI is as an effective and motivating methodology that can be implemented in the EFL classroom for the development of reading comprehension skills. Keywords: Differentiate