Achieving reading comprehension through integrated vocabulary instruction

• Autor(a) principal: Gáleas Arboleda, Gabriela
• Data de Publicação: 2022
• Outros Autores: Rivadeneira Zambrano, María Angélica, Camacho Castillo, Luis Alfredo, Coutinho dos Santos, Jardel
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Research, Society and Development
• Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/33528
• topic: Traditional reading; Literal comprehension; Proficiency; Beginners; Foreign language.; Leitura tradicional; Compreensão literal; Proficiência; Iniciantes; Língua estrangeira.; Traditional reading; Literal comprehension; Proficiency; Beginners; Foreign language.

Reading and vocabulary have long been considered an intrinsic connection to help students acquire the language, but the literature suggests vocabulary as a pivotal feature to guarantee reading comprehension. This research study from a master's dissertation tried to explain the gains and perceptions of integrated vocabulary instruction on reading comprehension performance. To accomplish the aim of the study, sixty-six A1 EFL students from a rural public school in their first baccalaureate year were selected and assigned into two groups (traditional and integrated). All participants took part in eight reading lessons with their designated vocabulary instruction. After each class, they took a reading comprehension test based on literal comprehension questions. Moreover, at the end of the research, the perceptions of the experimental group (integrated instruction) were gathered.  After analyzing the data, this study found that integrated vocabulary instruction can lead to higher reading comprehension achievement at a beginner level of proficiency. Moreover, this research proposes an extensive study on the benefits of integrated instruction when working with upper proficiency levels.