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kronos.idiomas@uce.edu.ec

INSTITUTO ACADÉMICO DE IDIOMAS REVISTA KRONOS

UNIVERSIDAD CENTRAL DEL ECUADOR 3(2), agosto-enero 2023, pp. 41-53

DOI: https://doi.org/10.29166/kronos.v3i2.3954

CC BY-NC 4.0 —Licencia Creative Commons Reconocimiento-NoComercial 4.0 Internacional

Lisbeth Santos Mera | Universidad Técnica de Manabí (Ecuador)

Carlos Chancay Cedeño | Universidad Técnica de Manabí (Ecuador)

abstract This research addresses the development of reading skills in English as a foreign language by strengthening

motivational aspects in students with school lag. Reading is the main instrument in the teaching-learning process be-

cause it is involved in the cognitive progress of students. The importance of developing reading skills in English is also

related to the mother tongue so that it is a complement for comprehensive improvement. It was concluded that the de-

velopment of reading skills in the population studied, in this case, students of second and third years of baccalaurea-

te at Simon Bolivar high school in Portoviejo City, is low and there are few methodologies applied by teachers that do

not allow reaching the required reading comprehension and through a proposal it is intended to help students acquire

new vocabularies and short structures in English, so they will become familiar with reading and then writing, they will

also learn to work by playing in groups, and to invent small stories with their own eort. To have signicant learning,

the teacher must use the proposed planning; structure it in advance and consider the aspects that contribute to the in-

crease of linguistic intelligence.

key words Reading, skills, comprehension.

fecha de recepción 15/06/2022 fecha de aprobación 01/08/2022

La lectura por placer en la comprensión lectora de los estudiantes de efl

resumen

Esta investigación aborda el desarrollo de habilidades lectoras en inglés como lengua extranjera, fortaleciendo

aspectos motivacionales en estudiantes con rezago escolar. La lectura es el principal instrumento en el proceso de ense-

ñanza-aprendizaje porque interviene en el progreso cognitivo de los estudiantes. La importancia de desarrollar la com-

petencia lectora en inglés también se relaciona con la lengua materna para que sea un complemento en el mejoramiento

integral. Se concluyó que el desarrollo de la destreza lectora en la población estudiada, en este caso, los y las estudiantes

del segundo y tercer año de bachillerato del colegio Simón Bolívar en la ciudad de Portoviejo, es bajo y existen pocas me-

todologías aplicadas por los docentes que no permiten alcanzar la comprensión lectora requerida y a través de una pro-

puesta se pretende ayudar a los estudiantes a adquirir nuevos vocabularios y estructuras cortas en inglés, por lo que se

familiarizarán con la lectura y luego con la escritura, también aprenderán a trabajar mediante juegos en grupo y a inventar

pequeñas historias con su propio esfuerzo. Para tener un aprendizaje signicativo, el docente debe utilizar la planicación

propuesta; estructurarlo de antemano y considerar los aspectos que contribuyen al aumento de la inteligencia lingüística.

palabras clave Lectura, destrezas, comprensión.

The eects of reading for pleasure on

efl students’ reading comprehension

REVISTA KRONOS

REVISTA KRONOS 3(2), agosto 2022-enero 2023 | pISSN 12631-2840 | eISSN 2631-2859

The eects of reading for pleasure on

efl students’ reading comprehension

INTRODUCTION

Undoubtedly one of the problems that most worries teachers today at any level is that of

reading comprehension; as it often makes them wonder how to teach students to unders-

tand what they read. In this context, short readings to improve reading comprehension

is one of the most important skills in the English language teaching-learning process.

Therefore, interest in reading comprehension has been generated today, even when this

phenomenon was believed to be extinct, since it has been considered that comprehension

is the direct result of deciphering: in which if the students were able to name the words,

therefore, understanding would be automatic. As the teachers guided their activity more

to decoding, they found that most of the students did not understand what they read.

Comprehension with short readings is then the dynamic exchange where the message

transmitted by the text is interpreted by the reader, but in turn the message aects the

subject by enriching or reformulating the knowledge of it. Hence, the interaction between

the reader and the text is the foundation of understanding, since in the process of unders-

tanding the reader relates the information that is presented to him with the information

that he has stored in his mind. This process of relating new information to old informa-

tion is therefore the process of understanding (Kung, 2019).

Ecuador is registered among the countries with a low level of prociency in speaking

the English language according to the study of the aptitude index, in English. These results

are alarming; In addition, the results of the level of English in the students have an ave-

rage of 13 out of 20. Comprehensive reading in the learning of the English language is a

problem that is located individually. This phenomenon aects more than one student who

does not have the habit of reading, since the English language is considered the universal

language since it is found in almost all areas of knowledge and human development, such

is the case of the world of work, business, computing, advertising and of course educa-

tion. Comprehensive reading will be a support for meaningful learning in the educational

system. It should be emphasized that the work of the teacher is extremely important as a

pedagogical tool with which he can operate in a better way in the reading process inside

and outside of class (Nikolopoulou, Akriotou, & Gialamas, 2019).

Currently, the lack of interest in quality reading in educational centers generally causes

a poor development of comprehension skills where it is not possible to put into prac-

tice various types of knowledge that support it, such as: knowledge of the world and its

representation and knowledge for sociocultural interaction. Students are not developing

reading expression skills in the English language, therefore they do not use the language

as a communication and interaction tool, which hinders the ability to apply and express

the knowledge received in dierent contexts according to their needs.

THEORETICAL FRAMEWORK

MOTIVATIONAL FACTORS FOR READING

As the reader obtains additional information from the text, he or she can relate it to what

is stored in his or her memory and thus build meaning. Well, the result of relating the new

information to the old is what truly constitutes the process of understanding. To unders-

tand a text, a series of factors must be taken into account:

• The text type. The complexity of the text and its content are the main factors that inuence reading

comprehension.

• The level of vocabulary. The reader with a limited vocabulary nds it dicult to understand the mea-

ning of a text and, therefore, their level of reading comprehension is very low.

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• The purpose of reading. The purpose of the reader when reading directly inuences his way of unders-

tanding what he has read and determining what he will have to understand.

The reading process is internal, unconscious, of which we have no proof until our predic-

tions, this process must ensure that the reader understands the text and that he can build

ideas about the content, extracting from it, what is of interest and relate the information

with the knowledge you have. Reading is equivalent to understanding, that is, discovering

in the text what the author wants to communicate based on prior knowledge about the

content of the text (Walgermo, Foldnes, Uppstad, & Solheim, 2018).

Characteristic:

• Reading is part of the ability acquired with linguistic literacy that makes it possible to insert the stu-

dents of our time, in an inherited world, but that still has a lot to build.

• If it is possible to read better and the greater number of books, magazines, etc., the more our linguis-

tic experience is enriched.

• The teacher ceases to be the center of the process, gradually withdrawing their support, leaving the

student to interact alone in their learning.

• Motivation is the main factor, and he is capable of generating an atmosphere of discovery in his classroom.

This has a great impact on the English learning process with students in a general way

all over the world, but it causes many problems such as: boredom, antipathy, fear, low

grades, disinterest, student desertion, etc. That has caused researchers, psychologists, tea-

chers, authorities are concerned to seek methods, techniques and other activities to change

the traditional teaching system to arouse the interest of students and improve education

(Novela, Asrowi, & Widyastono, 2022).

MOTIVATION STRATEGIES

It is a set of techniques that help promote individual human behavior, based on objectives. It

is said that any action or stimulus could aect behavior. Motivational strategies are concerned

with motivating inuences that are consciously given to elicit a lasting response. By motivating

the student, the need to learn is created and he becomes aware of his role as a student who feels

the need and satisfaction for the acquisition of new knowledge (Sanir, Ozmen, & Ozer, 2022).

METHODOLOGICAL STRATEGIES

Each methodological strategy corresponds to a certain andrological learning method, within

which each element can be modied according to the proposed goals or according to the pro-

grammed content and even with the previous knowledge of the student based on their own

characteristics, whether these skills and abilities or their own diculties without being over-

come. A methodological strategy is the way in which the teacher acts in the classroom according

to the curriculum of the teaching-learning process of the students, since the responsibility is

shared by the teacher and the students to form an educational experience (López, 2020).

MOTIVATION

Motivation is multidimensional but reects the relationship between learning and acade-

mic performance, motivation is an energy that encourages us to develop certain tasks and

is particular to each individual. It is the engine or the desire of the human being to achieve

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The eects of reading for pleasure on

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his goals in life, it is like the soul of the individual that guides him to meet certain goals

that lead him to fulll himself as a person. Motivation implies the existence of some need,

be it absolute, relative, pleasure or luxury. When a person is motivated to something, he

considers that something is necessary or convenient, it is the bond that leads that action

to satisfy the need. In this sense, motivation becomes an activator of human behavior.

Motivational states, as well as attitudinal ones, are generated by the eect of a set of fac-

tors or variables that interact (Nevo, Vaknin-Nusbaum, Brande, & Gambrell, 2020).

TYPES OF READING

• Informative reading: This is done with the purpose of learning a topic of interest, since it is also known

as study reading; the same one that requires certain skills such as: Preliminary review (previewing):

here we need to review the material, to check if the material meets the needs of the reader’s search.

• Spontaneous and investigative selective reading (skimming): determines important information or content.

• Inquisitive reading (scanning): this is used to easily and quickly nd certain information without

having to read the entire text.

• Formative Reading: This kind of reading is the one that tries to transform the thinking of readers,

giving new perspectives to knowledge. When doing formative reading, you need to focus on your

meaning and what you want to communicate. It occurs more as an experimental process rather

than a cognitive one: in other words, whoever reads experiences a change on a personal level rather

than a mental one, where one can advance beyond what he wants to say, integrating rather an even

broader meaning.

It doesn’t sound the same as it reads. It works on dierent levels of understanding. When

speaking, it can be immediately rectied, and the interlocutor will understand, overloo-

king the mistake. However, if a mistake is made while writing and the writing has been

submitted, it will be too late to correct it (Rashid & Islam, 2021).

STEPS FOR A GOOD READING

BEFORE THE READING:

An adequate environment must be prepared for this interaction process to take place, where

each person plays their role: either by giving their (written) criteria, while another reveals

or exposes their previous experiences. In a few words, this is how the mechanics are given

while reading. During this period, having fullled what is required, the dynamic increases

considerably in terms of language, concerns that arise or hypotheses that can be raised, in

addition to memories, in this way what has been written turns out to be familiar, that is

how meets the objectives and the needs of the reader are met, in addition to the interests

of the teacher. Several questions can be formulated to the students where the teacher asks:

• What do you remember with this topic? (Without anyone being able to see the text beforehand).

• What do you think was the reason for the author to choose that topic? (Remember that the intention

of the rst and last is dierent).

• Based on the theme, can you recognize the central idea within the text? (The inferential intention).

• After having read a text or a story, each student shares it.

Based on this, he hypothesizes about the possible emphasis of the author, they must defend

their argument. Reading is one of the most important informational, social and historical

processes that Humanity has generated from the development of Language, as a product

of evolution and work, language or language and the invention of writing in its congu-

ration as an organization (Indeed Editorial Team, 2020).

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DURING THE LECTURE:

When the reading is given, it is necessary for each reader to individually recognize the text

so that its content does not seem strange to him. It can be read in pairs or several groups

that can in turn be interchangeable, each one can give their opinion, suggest, thus fullling

the intention of the reading.

a. It is possible that during this phase the hypothesis that was previously formulated is veried.

b. Students are able to distinguish the central paragraph, meditate and suggest about its essential content. The tea-

cher thus fullls an integration role, it is the moment in which the student assumes the collateral content, urban

ethics, rules, the way of deciding, this does not require that the teacher must be present at all times (Jordan, 2020).

AFTER THE READING

The socio-cultural approach suggests that during the rst and second instances that occur

during the process, a much more relaxed context will be fostered that encourages dialogue

and socialization, always in consensus. This stage also makes it easier for language to be

implemented, emerging as a useful resource for mutual learning. When the reading is ni-

shed, questions can be formulated according to the teacher’s criteria, without taking into

account their students and their needs, that is where authentic assimilation begins to be

impeded. During this phase it is possible that both interact through language, using syn-

thesis, comments, graphics, among others (Bergin, 2015).

READING STRATEGIES

They are all those tactics or techniques that help the reader and/or use the reader to unders-

tand the text and to be able to approach it with ease.

Strategies to develop reading skills

Generally, when a student has skills to read in their native language, many of the times they do

not have them when reading a text in the non-native language. What causes the student to be

accompanied by a book, magazine, newspaper or any article that helps and motivates reading,

there are certain reading techniques that help us to understand more clearly what is being read.

• Previewing (pre observation): consists of reviewing the titles and subtitles of the work, headings to

have a clearer vision of the structure of the text.

• Predicting (predict): we can deduce what kind of text it is through the author and the genre of rea-

ding that he frequently performs.

• Skimming and Scanning (rapid reading and location of specic information): it is very important to

identify main ideas, identify the structure of the text and begin to answer the predicting a question.

• Guessing for the context (translate in the context): to know some meaning of a certain word we must

discover its meaning by placement in the sentence or the meaning that it gives to the reading development.

• Paraphrasing: at the end of each paragraph try to make a shorter summary to better understand.

Motivation is the impulse necessary to move people to the realization or achievement of

a goal. Strategies are an important factor in the development and progress of a company

because the attitude and behavior of subordinates in relation to their work and the achie-

vement of the proposed goals depend on it (Al Raqqad, Ismail, & Al, 2019).

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READING COMPREHENSION

The student achieves reading comprehension when he develops skills that allow him to

carry out actions similar to those carried out by experts in real life; precisely because they

are complex, these actions require gradual learning and the guidance of the teacher who

has to design their classes based on comprehension performances. Teachers, when linking

comprehension with performance, understand that these require attention, practice, and

renement and that they are not grasped, but are learned gradually, many theorists have

conceived reading as a unidirectional process in which the reader does not assign meaning

to a word until you have recognized all the letters in it.

• Ability to understand: Have a communicative intention, that is, you must want to say something to someone

and therefore make use of relevant strategies to achieve communicative eectiveness and eciency.

• Summarizes easily: explain in a simple and adequate way what has been learned.

• Construct meaning: grasp complex ideas to activate relevant meanings (Smith, Snow, Serry, & Hammond, 2021).

Comprehension in the area of reading is also fundamental since the teaching of the language

is based on authentic written texts in the foreign language; the development of reading

comprehension plays an important role in our teaching.

• Global comprehension: It must enter into relation with other texts or genres to achieve meaning and

be able to be interpreted according to a series of competencies.

• Processes the content: achieves maturity, the participatory eect and, above all, a high degree of verbal uency.

• Relate the concepts: various sequences that build it must be related to each other.

It is essential to dedicate the necessary time to avoid and alleviate the diculties that arise

for students in this skill, such as diculties in capturing ideas from a complex sentence or

diculties in deactivating irrelevant meanings, etc. Importance of this model emphasizes

the importance of decoding, but ignores the role of the reader as a constructor of meaning;

considers the reading process as a set of steps to be followed to transfer the meaning of the

printed text to the minds of the readers. When reading comprehension occurs, the reader

constructs the meaning of a text using the visual information provided by the author in

the written material and the non-visual information that is the previous knowledge that

he possesses, readers have an active role in the process of reading and use various strate-

gies to interpret information from written text (Kočiský et al., 2018).

READING COMPREHENSION PROCESS

• The visualization. When reading, the reader slides his gaze through each word continuously, however

the advance is not, this movement turns out to be saccadic.

• The phonation. In this step, all the information goes from what is perceived by the eyes to speech, that

is, a verbal coupling occurs consciously or not.

• Reading also passes to vocalization and even sub vocalization.

• The audition. The sounds inside the ear usually occur unconsciously, that is, here each word travels to the ear.

• The cerebration. Each element nally comes together in the brain, once they have traveled separately,

so that all information is integrated.

Thus, in order to speak properly of reading, it is necessary that there be a system of gra-

phemes that make the translation of the system of oral symbols to the visual plane. It could

also be said that oral communication is a natural condition in the human species, while the

writing/reading pair is the development of a technique based on that natural aptitude. When

scrolling slowly but steadily, because if when a person reads very slowly he only grasps ten

or fewer words or letters, while a more advanced reader grasps between twenty or thirty

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letters at a time, the ability to identify each word intervenes in the speed of reading, the

same that can change as the reading is more frequent (Dharmayanti, 2020).

READING COMPREHENSION LEVELS

• Literal comprehension: Recognition and recall are two essential skills that the reader

handles during this level. In addition, questions are raised that seek:

a. When locating and identifying each item they need to be recognized.

b. The time, each name, each character among other aspects must be identied.

c. Each main idea must be recognized.

d. Every secondary idea must be acknowledged.

e. Each eect and its related cause must be recognized.

f. The characteristics of each character must be recognized.

g. The place, the moment and each act that become part of the memory.

h. Every detail should try to be remembered.

i. Every main idea of the author should be remembered.

j. Every secondary idea of the text must be remembered (Arshad, Shakir, & Ahmad, 2020).

• Reorganization of information: Corresponds to the second stage where it happens that ideas

and data undergo a reorganization, which means that a classication of it has been generated,

in a more synthesized way. In this way it is necessary that each reader is able to elaborate:

a. Each place, person and object must be classied by categories.

b. The text must be reproduced schematically, that is, by means of sketches.

c. The text should be condensed through a simple summary.

d. Every fact, every idea must be brought together in a synthesis. To ensure that the information obtai-

ned is concrete, they must necessarily go through these two levels, which in turn will help to achieve

a global understanding (Ceyhan & Yıldız, 2021).

• Inferential comprehension: It means that the hypotheses, deductions, your personal expe-

riences the reader will be able to join them to the reading during this stage, such as: The

reader could add their additional details inferentially. You can from the text get a lesson on

morals or ethics and even give a meaning to it, in this way an inference of each main idea is

given. The order of the text can be out of order if every secondary idea is out of order, this

is another form of inference. Finally, the characteristics of each character is another form of

inference, since their features may not be present in the Reading (Kuşdemir & Bulut, 2018).

NARRATIVE DISCOURSE IN SHORT STORIES

Discourse represents language in use and a form of social practice. Written discourse is

an invention of man that deserves instruction and practice, it is permanent, which allows

readers and writers to be separated in space and time, and is received through the visual

channel, where the writer uses symbols as paralinguistic drawings, punctuation marks,

among others. The written discourse must make use of cohesive elements (grammatical

and lexical) that allow the reader to establish relationships between the elements of the

text, in the university academic eld, students tend to be exposed to written texts that

merit the use of the three types of comprehension (Aksu-Koç & Aktan-Erciyes, 2018).

Short stories allow students to reect on reading in a more imaginative way, increase

their creativity by confronting their points of view with those of the characters; which

implies reaching critical thinking through the interaction and interpretation of the text.

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IMPROVE READING COMPREHENSION

To improve reading comprehension, it is necessary to practice reading both in class and

at home, it is also helpful to learn to interpret certain elements of the text to extract the

general idea (Pourkalhor & Kohan, 2013).

epl-triple R reading comprehension method: This method helps us as a strategy to

improve reading comprehension, by which it facilitates the memorization of information

quickly, since it is considered a reading strategy because it actively includes the reader

during the process. Reading. Examine, ask, read, replay, record, review.

1. Quickly scan the text, locating main ideas.

2. Ask certain questions about the topic.

3. Read the text to nd answers to the questions raised.

4. Repeat the main ideas of the text, orally.

5. Record in writing the ideas mentioned above from the text.

6. Review the activities done in each step.

If a reader assimilates new knowledge and successfully relates it to stored data, their entire

focus increases. On the other hand, if this increase also lasts his previous experience, so he

has a wide possibility of capturing each word that turns out to be essential within the text,

in this way each inference can be made in a more coherent way in addition to proposing

new and better meanings. Finally, to incorporate new learning information, the assimi-

lation process must occur more frequently and continuously (Özdemir & Akyol, 2019).

METHODOLOGY

The method of this research is presented with the next description when (Ho) hypothesis

applies to students and teachers (see Figure 1).

RESULTS

INSTRUMENT 1 - DESCRIPTIVE STATISTICAL ANALYSIS

From the rst instrument the following data was obtained:

• The rst question related to the dierent techniques to practice reading for pleasure, 100 % do not

consider the other techniques to practice reading. Because the institutional plan does not describe the

use of techniques. The plan is rigid.

• Regarding the range of teaching strategies to develop reading comprehension skills, 33 % of teachers

do not apply teaching strategies. In this aspect, the teachers mentioned that they do not have time to

develop reading comprehension because the previous plan describes all strategies.

• Concerning management, 67% of the teacher do not motivate to read the other literature. Therefore,

they do not stimulate their students to read.

• All teachers use plan management, and implementation based only on organizational planning.

INSTRUMENT 2 - SURVEY

From the second instrument the following data was obtained:

• The preference of students on reading is reected in 55% in the selection of books on the Internet,

while the other 45% in the search for them in bookstores. This is due to the ease of searching on the

internet and the wide range of options they may have.

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Select the objective poblation

Teachers

Instrument 1; Instrument 3

Process Data and Report

the results

Cronbach

Analysis (

65%)

YES

Students

Instrument 2

Ask Survey

Process Data and Report

the results

Ho: The reading

comprehension is scarce

(negative aspect)

Figura 1. Technology applied

• Regarding the question of whether students nish reading the books they start, the result was 80%

never, while 20% usually. What is a reection of the lack of motivation or interest in doing so.

• According to the time they spend reading, a low interest is noted, because 80% of them do not spend

even an hour a day reading, which signicantly impairs the acquisition of good reading comprehension.

• As a result, it was also obtained that students have more preferences to books that are easy to read,

which would be a key point when seeking to develop a better reading comprehension.

INSTRUMENT 3 - SUMMARY REPORT (TEACHERS)

As a general result obtained in this report, can be mentioned:

• 100% of Teachers apply reading for pleasure in class. However, only 66% of them apply striking stra-

tegies for the process; the remaining 33% do not consider reading for pleasure is an important point

in the development of reading comprehension. They prefer to use other strategies

• 100% of the teachers dedicate at least 15 minutes in each class to reading. While at the end of the class,

only 66% of them motivate their students to continue reading outside of class.

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CONCLUSIONS

• Reading for pleasure is an essential part of the development of skills to learn a new language, in this

case, and very importantly in the development of reading comprehension.

• Reading and reading comprehension skills have been and are of great importance as a tool for educa-

tion and access to information.

• Reading competence is associated with school learning and enjoys a recognition as an instrument for

the development of a mentality criticism and for the socialization of citizens.

It can be concluded that this activity or strategy is taken as a motivation for students to

learn at the time of learning through things that they like and not by obligation or pres-

sure, that is, if as teachers they get students to read for pleasure, the result end of reading

comprehension in a new language will be much more eective and successful.

RECOMMENDATIONS

From the following research, it is recommended

• Propose a crossing of values within the variables to be studied.

• Generate a test of verication (Cronbach’s Alpha) with at least 2 teachers to prototype.

• Resort to the sites or workplaces by which the teacher applies the teaching strategies where the stu-

dents or laugh under the structured objective of the subject or the curricular plan, their learning.

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