Evaluación de las ventajas de la inclusión del cuento corto (short story) en el aula inglés: revisión sistemática.
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2024-10-14
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Evaluación de las ventajas de la inclusión del cuento corto (short story) en el aula inglés: revisión sistemática. (2024). Revista Educación Las Américas, 14(1). https://doi.org/10.35811/rea.v14i1.310
Anderson, N. J. (2003). Scrolling, clicking, and reading English: Online reading strategies in a second/foreign language. The Reading Matrix, 3(3), 1-33. http://www.readingmatrix.com
Arid, M. (2019). Using short story strategy to develop reading comprehension of grade eight students. e-Journal of ELTS (English Language Teaching Society), 7(1), 1-7. http://jurnal.untad.ac.id/jurnal/index.php/ELTS/article/view/13980/10645
Barzani, S. H. H. (2020). The perceptions of EFL teachers and students on the use of short stories to enhance reading comprehension. Asian EFL Journal, 3(1), 325-341 https://doi.org/10.23918/ijsses.v8i2p28
Barzani, S. H. H., Meena, R. S., y Ali, H. F. (2021). Integration of literature in English language teaching: learners’ attitudes and opinions. Canadian Journal of Language and Literature, 1(1), 27 – 43, https://doi.org/10.53103/cjlls.v1i1.12
Carter, R., Long, M. N. (1991). Teaching Literature. Longman.
https://www.worldcat.org/title/teaching-literature/oclc/22108765
Ceylan, N. O. (2016). Using short stories in reading skills class. Procedia - Social and Behavioral Sciences 232, 311-315. https://doi.org/10.1016/j.sbspro.2016.10.027
Ellis, R. Task-based language teaching: theory and practice. Cambridge: Cambridge University Press.
Erkaya, O. R. (2005). Benefits of using short stories in the EFL context. Asian EFL Journal, 8, 1-13. https://www.asian-efl-journal.com/pta_nov_ore.pdf
Garrote, M. (2009). Didáctica de segundas lenguas y lenguas extranjeras en Educación Infantil y Primaria. Madrid: Paraninfo.
Handayani, M. P. (2013). Using children short story to enhance students reading comprehension. Journal of English and Education 2013, 1(1), 133-141. https://media.neliti.com/media/publications/192119-EN-using-children-short-stories-to-enhance.pdf
Khatib, S. (2011). Applying the reader response approach in teaching English short stories to EFL students. Journal of Language Teaching and Research, 2(1). doi:10.4304/jltr.2.1.151-159
Kirkgoz, Y. (2022). Promoting continuous professional development of English teachers through Action Research. International Journal of Education Reform, 31, 246-277. https://doi.org/10.1177/10567879211062224
Kohan. N. (2013). Teaching reading comprehension through short story in Advance classes. Asian Journal of Social Sciences and Humanities, 2(2), 52-60. http://www.ajssh.leena-luna.co.jp/AJSSHPDFs/Vol.2(2)/AJSSH2013(2.2-06).pdf
Krashen, S. (1985). The input hypothesis: Issues and implications. New York: Longman.
Krashen, S. (2020). Optimal Input. Language Magazine, 19(3), 29, 31. https://www.sdkrashen.com/content/articles/optimal_input_krashen_2020_.pdf
Kurdi, S.M., y Nizam, L. (2022). The Advantages of Teaching Short Stories in ESL classrooms: A Critical Evaluation. International Journal of Social Sciences and Educational Studies, 9(3), 93-100, https://doi.org/10.23918/ijsses.v9i3p93
Littlewood, W. (2000). Literature in the school foreign-language course. Literature and Language Teaching, 56(3), 127-131. https://jurnal.unpal.ac.id/index.php/pbi/article/view/612/528
Lalic, A. y Dubravac, V. The role of Reading in English Language Classrooms. MAP Social Sciences, 1(1), 23, 36, https://doi.org/10.53880/2744-2454.2021.1.1.23
Macías, M. (2022). Innovation and ICTs in ESL: Exploring the Role of the Podcast as a Learning Enhancing Tool in Innovation Projects. Integrated Journal for Research in Arts and Humanities, 3(2), 70–77. https://doi.org/10.55544/ijrah.3.2.12
Macías, M. (2023). Towards a Digital Assessment: Artificial Intelligence Assisted Error Analysis in ESL. Integrated Journal for Research in Arts and Humanities, 3(4), 76–84,
https://doi.org/10.55544/ijrah.3.4.10
Macías, M. (2024). Enfoques disponibles para la inclusión de textos literarios en el aula de inglés como segunda lengua y lengua extranjera: revisión sistemática. Plumilla educativa, 33(1) – en prensa.
Pathan, M. M. (2012). Advantages of using short-stories in ELT classroom and the Libyan EFL learners’ perceptions towards them for developing reading comprehension skill. World English Journal, 4(1), 28-41. https://www.awej.org/images/AllIssues/Volume4/Volume4Number1March2013/3.pdf
Pathan, M. M. (2013). The use of short stories in EFL classroom: advantages and implications, Labyrinth, an international refereed journal of postmodern studies, 4(2), 21 – 26.
Pardede, P. (2011). Using short stories to teach language skills. Jet journal of English Teaching, 1(1), 15-27. http://dx.doi.org/10.33541/jet.v1i1.49
Pardede, P. (2021). A Review of Current Conceptual Research on Short Stories Use in EFL Classrooms, Journal of English Teaching, 7, 30 – 42, https://doi.org/10.33541/jet.v7i1.2595
Ridoutt, B.G, et al. Area of concern: a new paradigm in life cycle assessment for the development of footprint metrics. Int J Life Cycle Assess 21, 276–280 (2016). https://doi.org/ 10.1007/s11367-015-1011-7
Vandrick, S. (1997). Reading and responding to novels in the university ESL classroom. The Journal of the Imagination in Language and Teaching, 4, 13 – 33. https://files.eric.ed.gov/fulltext/ED420199.pdf
Vandrick, S. (2014). The role of social class in English language education. Journal of language, Identify and Education, 13(2), 85 – 91, https://doi.org/10.1080/15348458.2014.901819
Zahra, N. A., y Farrah, M. (2016). Using short stories in the EFL classroom. IUG Journal of Humanities Research, 24(1), 11-24 http://dx.doi.org/10.12816/0023933
Arid, M. (2019). Using short story strategy to develop reading comprehension of grade eight students. e-Journal of ELTS (English Language Teaching Society), 7(1), 1-7. http://jurnal.untad.ac.id/jurnal/index.php/ELTS/article/view/13980/10645
Barzani, S. H. H. (2020). The perceptions of EFL teachers and students on the use of short stories to enhance reading comprehension. Asian EFL Journal, 3(1), 325-341 https://doi.org/10.23918/ijsses.v8i2p28
Barzani, S. H. H., Meena, R. S., y Ali, H. F. (2021). Integration of literature in English language teaching: learners’ attitudes and opinions. Canadian Journal of Language and Literature, 1(1), 27 – 43, https://doi.org/10.53103/cjlls.v1i1.12
Carter, R., Long, M. N. (1991). Teaching Literature. Longman.
https://www.worldcat.org/title/teaching-literature/oclc/22108765
Ceylan, N. O. (2016). Using short stories in reading skills class. Procedia - Social and Behavioral Sciences 232, 311-315. https://doi.org/10.1016/j.sbspro.2016.10.027
Ellis, R. Task-based language teaching: theory and practice. Cambridge: Cambridge University Press.
Erkaya, O. R. (2005). Benefits of using short stories in the EFL context. Asian EFL Journal, 8, 1-13. https://www.asian-efl-journal.com/pta_nov_ore.pdf
Garrote, M. (2009). Didáctica de segundas lenguas y lenguas extranjeras en Educación Infantil y Primaria. Madrid: Paraninfo.
Handayani, M. P. (2013). Using children short story to enhance students reading comprehension. Journal of English and Education 2013, 1(1), 133-141. https://media.neliti.com/media/publications/192119-EN-using-children-short-stories-to-enhance.pdf
Khatib, S. (2011). Applying the reader response approach in teaching English short stories to EFL students. Journal of Language Teaching and Research, 2(1). doi:10.4304/jltr.2.1.151-159
Kirkgoz, Y. (2022). Promoting continuous professional development of English teachers through Action Research. International Journal of Education Reform, 31, 246-277. https://doi.org/10.1177/10567879211062224
Kohan. N. (2013). Teaching reading comprehension through short story in Advance classes. Asian Journal of Social Sciences and Humanities, 2(2), 52-60. http://www.ajssh.leena-luna.co.jp/AJSSHPDFs/Vol.2(2)/AJSSH2013(2.2-06).pdf
Krashen, S. (1985). The input hypothesis: Issues and implications. New York: Longman.
Krashen, S. (2020). Optimal Input. Language Magazine, 19(3), 29, 31. https://www.sdkrashen.com/content/articles/optimal_input_krashen_2020_.pdf
Kurdi, S.M., y Nizam, L. (2022). The Advantages of Teaching Short Stories in ESL classrooms: A Critical Evaluation. International Journal of Social Sciences and Educational Studies, 9(3), 93-100, https://doi.org/10.23918/ijsses.v9i3p93
Littlewood, W. (2000). Literature in the school foreign-language course. Literature and Language Teaching, 56(3), 127-131. https://jurnal.unpal.ac.id/index.php/pbi/article/view/612/528
Lalic, A. y Dubravac, V. The role of Reading in English Language Classrooms. MAP Social Sciences, 1(1), 23, 36, https://doi.org/10.53880/2744-2454.2021.1.1.23
Macías, M. (2022). Innovation and ICTs in ESL: Exploring the Role of the Podcast as a Learning Enhancing Tool in Innovation Projects. Integrated Journal for Research in Arts and Humanities, 3(2), 70–77. https://doi.org/10.55544/ijrah.3.2.12
Macías, M. (2023). Towards a Digital Assessment: Artificial Intelligence Assisted Error Analysis in ESL. Integrated Journal for Research in Arts and Humanities, 3(4), 76–84,
https://doi.org/10.55544/ijrah.3.4.10
Macías, M. (2024). Enfoques disponibles para la inclusión de textos literarios en el aula de inglés como segunda lengua y lengua extranjera: revisión sistemática. Plumilla educativa, 33(1) – en prensa.
Pathan, M. M. (2012). Advantages of using short-stories in ELT classroom and the Libyan EFL learners’ perceptions towards them for developing reading comprehension skill. World English Journal, 4(1), 28-41. https://www.awej.org/images/AllIssues/Volume4/Volume4Number1March2013/3.pdf
Pathan, M. M. (2013). The use of short stories in EFL classroom: advantages and implications, Labyrinth, an international refereed journal of postmodern studies, 4(2), 21 – 26.
Pardede, P. (2011). Using short stories to teach language skills. Jet journal of English Teaching, 1(1), 15-27. http://dx.doi.org/10.33541/jet.v1i1.49
Pardede, P. (2021). A Review of Current Conceptual Research on Short Stories Use in EFL Classrooms, Journal of English Teaching, 7, 30 – 42, https://doi.org/10.33541/jet.v7i1.2595
Ridoutt, B.G, et al. Area of concern: a new paradigm in life cycle assessment for the development of footprint metrics. Int J Life Cycle Assess 21, 276–280 (2016). https://doi.org/ 10.1007/s11367-015-1011-7
Vandrick, S. (1997). Reading and responding to novels in the university ESL classroom. The Journal of the Imagination in Language and Teaching, 4, 13 – 33. https://files.eric.ed.gov/fulltext/ED420199.pdf
Vandrick, S. (2014). The role of social class in English language education. Journal of language, Identify and Education, 13(2), 85 – 91, https://doi.org/10.1080/15348458.2014.901819
Zahra, N. A., y Farrah, M. (2016). Using short stories in the EFL classroom. IUG Journal of Humanities Research, 24(1), 11-24 http://dx.doi.org/10.12816/0023933
Resumen
En este trabajo se pretenden estudiar las ventajas del uso de relatos breves (o short stories como se denominan comúnmente en los métodos comerciales de enseñanza de inglés como segunda lengua y como lengua extranjera) en el aula de inglés como lengua extranjera (EFL por sus siglas en inglés) y como segunda lengua (ESL por sus siglas en inglés). Para alcanzar el objetivo propuesto en este trabajo de investigación se plantea una revisión sistemática de diecisiete (17) trabajos académicos especializados con la que se pretende responder a la siguiente pregunta de investigación: ¿Cuáles son las ventajas de utilizar relatos breves en la enseñanza en las aulas de ESL y EFL? En esta revisión sistemática se han seleccionado, gracias a la metodología propuesta por Ridoutt et al. (2016) y la declaración PRISMA (2020), los diecisiete (17) estudios que componen el corpus de estudio y que muestran y discuten las formas en que los relatos breves y las colecciones de relatos (short stories collection) pueden ser utilizados en las aulas de inglés como segunda lengua y como lengua extranjera. El análisis de los trabajos objeto de esta revisión concluye que los relatos breves suponen una gran ventaja en el aprendizaje de inglés como segunda lengua y como lengua extranjera si se seleccionan y enseñan adecuadamente mediante el enfoque adecuado.
Palabras clave
didáctica,
inglés,
inglés como lengua extranjera,
inglés como segunda lengua,
literatura