Reading comprehension beliefs of Mexican pre-service language teachers: a Likert scale study
This paper aims to report the adaptation of a new version of the Scale of Implicit Theories of Reading Comprehension (ETICOLEC as per its Spanish acronym) with a sample of 77 randomly chosen English majors at a peripheral campus of a small university in the Southeast of Mexico. The ETICOLEC Likert s...
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| Formatua: | article |
| Hizkuntza: | ingelesa |
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2023
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| Sarrera elektronikoa: | https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3375 http://hdl.handle.net/20.500.11968/6578 |
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Etiketarik gabe, Izan zaitez lehena erregistro honi etiketa jartzen!
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| _version_ | 1868889989764349952 |
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| author | Perales-Escudero, Moisés Damián |
| author2 | Garduño Buenfil, Mizael Portillo Campos, Vilma Esperanza |
| author2_role | author author |
| author_browse | Garduño Buenfil, Mizael Perales-Escudero, Moisés Damián Portillo Campos, Vilma Esperanza |
| author_facet | Perales-Escudero, Moisés Damián Garduño Buenfil, Mizael Portillo Campos, Vilma Esperanza |
| author_role | author |
| collection | RAD |
| dc.creator.none.fl_str_mv | Perales-Escudero, Moisés Damián Garduño Buenfil, Mizael Portillo Campos, Vilma Esperanza |
| dc.date.none.fl_str_mv | 2023-11-06 |
| dc.format.none.fl_str_mv | application/pdf text/html text/xml |
| dc.identifier.none.fl_str_mv | https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3375 10.18861/cied.2023.14.2.3375 http://hdl.handle.net/20.500.11968/6578 |
| dc.language.none.fl_str_mv | eng |
| dc.publisher.none.fl_str_mv | Universidad ORT Uruguay |
| dc.relation.none.fl_str_mv | https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3375/3862 https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3375/3956 https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3375/4077 |
| dc.rights.none.fl_str_mv | http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
| dc.source.none.fl_str_mv | Cuadernos de Investigación Educativa; Vol. 14 No. 2 (2023) Cuadernos de Investigación Educativa; Vol. 14 Núm. 2 (2023) Cuadernos de Investigación Educativa; v. 14 n. 2 (2023) 1688-9304 1510-2432 10.18861/cied.2023.14.2 reponame:RAD instname:Universidad ORT Uruguay instacron:Universidad ORT |
| dc.subject.none.fl_str_mv | comprensión lectora creencias profesores en formación profesores de lenguas escalas tipo Likert reading comprehension beliefs pre-service teachers language teachers Likert scales compreensão de leitura crenças professores em formação professores de línguas escalas Likert |
| dc.title.none.fl_str_mv | Reading comprehension beliefs of Mexican pre-service language teachers: a Likert scale study Creencias lectoras de profesores de idiomas en formación mexicanos: un estudio Likert Crenças leitoras de professores de línguas em formação mexicanos: um estudo Likert |
| dc.type.none.fl_str_mv | info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion info:eu-repo/semantics/publishedVersion |
| description | This paper aims to report the adaptation of a new version of the Scale of Implicit Theories of Reading Comprehension (ETICOLEC as per its Spanish acronym) with a sample of 77 randomly chosen English majors at a peripheral campus of a small university in the Southeast of Mexico. The ETICOLEC Likert scale was originally designed to measure the reading comprehension beliefs of middle school teachers of several subjects. Hence, it was necessary to adapt it to identify the beliefs of pre-service language teachers. A standard procedure recommended by the literature (Prat & Doval, 2005) was used to add new items to the scale and test its psychometric properties using principal component analysis and internal consistency analysis with Cronbach´s alpha. Calculations were performed using the Statistical Package for the Social Sciences (SPSS, v. 26). As with the original ETICOLEC, this adapted version yielded five internally consistent sub-scales, albeit slightly different from the original ones. Each subscale measures an implicit theory or group of beliefs about reading comprehension. As a secondary, exploratory goal, we also describe the participants according to their implicit theories. Most participants held implicit theories that are functional for the kinds of epistemic reading tasks required by their university education. However, a large minority did not appear to hold any firm beliefs about reading, suggesting insufficient exposure to various complex reading tasks and genres. This situation must be addressed to ensure these pre-service teachers become effective reading teachers. |
| eu_rights_str_mv | openAccess |
| format | article |
| id | anni_297ae8a8de0085d5abaab40fb6ee74c8 |
| identifier_str_mv | 10.18861/cied.2023.14.2.3375 |
| instacron_str | Universidad ORT |
| institution | Universidad ORT |
| instname_str | Universidad ORT Uruguay |
| language | eng |
| network_acronym_str | anni |
| network_name_str | oai-lr-anni |
| oai_identifier_str | oai:rad.ort.edu.uy:20.500.11968/6578 |
| publishDate | 2023 |
| publishDateSort | 2023 |
| publisher.none.fl_str_mv | Universidad ORT Uruguay |
| reponame_str | RAD |
| repository.mail.fl_str_mv | |
| repository.name.fl_str_mv | |
| repository_id_str | |
| rights_invalid_str_mv | http://creativecommons.org/licenses/by/4.0 |
| spelling | Reading comprehension beliefs of Mexican pre-service language teachers: a Likert scale studyCreencias lectoras de profesores de idiomas en formación mexicanos: un estudio LikertCrenças leitoras de professores de línguas em formação mexicanos: um estudo LikertPerales-Escudero, Moisés DamiánGarduño Buenfil, MizaelPortillo Campos, Vilma Esperanzacomprensión lectoracreenciasprofesores en formaciónprofesores de lenguasescalas tipo Likertreading comprehensionbeliefspre-service teacherslanguage teachersLikert scalescompreensão de leituracrençasprofessores em formaçãoprofessores de línguasescalas LikertThis paper aims to report the adaptation of a new version of the Scale of Implicit Theories of Reading Comprehension (ETICOLEC as per its Spanish acronym) with a sample of 77 randomly chosen English majors at a peripheral campus of a small university in the Southeast of Mexico. The ETICOLEC Likert scale was originally designed to measure the reading comprehension beliefs of middle school teachers of several subjects. Hence, it was necessary to adapt it to identify the beliefs of pre-service language teachers. A standard procedure recommended by the literature (Prat & Doval, 2005) was used to add new items to the scale and test its psychometric properties using principal component analysis and internal consistency analysis with Cronbach´s alpha. Calculations were performed using the Statistical Package for the Social Sciences (SPSS, v. 26). As with the original ETICOLEC, this adapted version yielded five internally consistent sub-scales, albeit slightly different from the original ones. Each subscale measures an implicit theory or group of beliefs about reading comprehension. As a secondary, exploratory goal, we also describe the participants according to their implicit theories. Most participants held implicit theories that are functional for the kinds of epistemic reading tasks required by their university education. However, a large minority did not appear to hold any firm beliefs about reading, suggesting insufficient exposure to various complex reading tasks and genres. This situation must be addressed to ensure these pre-service teachers become effective reading teachers.Este trabajo persigue reportar la adaptación de una nueva versión de la Escala de Teorías Implícitas de la Comprensión Lectora (ETICOLEC) con una muestra de 77 estudiantes de una licenciatura en enseñanza del inglés, elegidos al azar en un campus periférico de una universidad pública pequeña del sureste de México. La ETICOLEC es una escala tipo Likert que fue originalmente diseñada para medir las creencias sobre la comprensión lectora de profesores de secundaria de varias materias. Por lo tanto, se hizo necesario adaptarla para identificar las creencias lectoras de profesores de lenguas en formación. Se siguió el procedimiento de Prat y Doval (2005) para añadir nuevos ítems a la escala y verificar sus propiedades psicométricas usando análisis de componentes principales y de consistencia interna de cada subescala con alfa de Cronbach. Las estadísticas se computaron usando el software Statistical Package for the Social Sciences (SPSS, v. 26). Como en la ETICOLEC original, esta versión adaptada arrojó cinco subescalas con buena consistencia interna, aunque ligeramente distintas de las originales. Cada una mide una teoría implícita o grupo de creencias sobre la comprensión lectora. Como objetivo secundario y exploratorio, describimos las teorías implícitas presentes en la muestra. La mayoría de los participantes se adhirieron a teorías implícitas funcionales para las tareas de lectura epistémica requeridas en su formación universitaria. Sin embargo, una minoría considerable pareció no sostener ninguna creencia firme sobre la lectura. Ello sugiere una participación insuficiente en una variedad adecuada de géneros y tareas de lectura complejas. Esta situación debe atenderse para mejorar las posibilidades de que estos docentes sean capaces de enseñar comprensión lectora de manera eficaz.Este trabalho tem como objetivo relatar a adaptação de uma nova versão da Escala de Teorias Implícitas de Compreensão de Leitura (ETICOLEC) com uma amostra de 77 alunos de uma licenciatura em ensino de inglês eleitos ao azar em um campus universitário de uma universidade pública pequena do sudeste do México. O ETICOLEC é uma escala do tipo Likert que foi originalmente projetada para medir as crenças dos professores do ensino médio sobre a compreensão da leitura em várias disciplinas. Portanto, tornou-se necessário adaptá-la para identificar as crenças de leitura de professores de línguas em formação. O procedimento de Prat e Doval (2005) foi seguido para adicionar novos itens à escala e verificar suas propriedades psicométricas usando análise de componentes principais e análise de consistência interna de cada subescala com alfa de Cronbach. As estatísticas foram computadas usando o software Statistical Package for the Social Sciences (SPSS, v. 26). Assim como no ETICOLEC original, esta versão adaptada gerou cinco subescalas com boa consistência interna, embora ligeiramente diferentes das originais. Cada um mede uma teoria implícita ou um conjunto de crenças sobre a compreensão da leitura. Como objetivo secundário e exploratório, descrevemos as teorias implícitas presentes na amostra. A maioria dos participantes aderiu a teorias implícitas funcionais para as tarefas de leitura epistêmica exigidas em sua educação universitária. No entanto, uma minoria considerável parecia não ter uma crença firme sobre a leitura. Isso sugere participação insuficiente em uma variedade apropriada de gêneros e tarefas de leitura complexas. Esta situação deve ser abordada para melhorar as chances de que esses professores sejam capazes de ensinar a compreensão da leitura de forma eficaz.Universidad ORT Uruguay2023-11-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmltext/xmlhttps://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/337510.18861/cied.2023.14.2.3375http://hdl.handle.net/20.500.11968/6578Cuadernos de Investigación Educativa; Vol. 14 No. 2 (2023)Cuadernos de Investigación Educativa; Vol. 14 Núm. 2 (2023)Cuadernos de Investigación Educativa; v. 14 n. 2 (2023)1688-93041510-243210.18861/cied.2023.14.2reponame:RADinstname:Universidad ORT Uruguayinstacron:Universidad ORTenghttps://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3375/3862https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3375/3956https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3375/4077http://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessoai:rad.ort.edu.uy:20.500.11968/65782026-06-16T04:12:02Z |
| spellingShingle | Reading comprehension beliefs of Mexican pre-service language teachers: a Likert scale study Perales-Escudero, Moisés Damián comprensión lectora creencias profesores en formación profesores de lenguas escalas tipo Likert reading comprehension beliefs pre-service teachers language teachers Likert scales compreensão de leitura crenças professores em formação professores de línguas escalas Likert |
| status_str | publishedVersion |
| title | Reading comprehension beliefs of Mexican pre-service language teachers: a Likert scale study |
| title_full | Reading comprehension beliefs of Mexican pre-service language teachers: a Likert scale study |
| title_fullStr | Reading comprehension beliefs of Mexican pre-service language teachers: a Likert scale study |
| title_full_unstemmed | Reading comprehension beliefs of Mexican pre-service language teachers: a Likert scale study |
| title_short | Reading comprehension beliefs of Mexican pre-service language teachers: a Likert scale study |
| title_sort | Reading comprehension beliefs of Mexican pre-service language teachers: a Likert scale study |
| topic | comprensión lectora creencias profesores en formación profesores de lenguas escalas tipo Likert reading comprehension beliefs pre-service teachers language teachers Likert scales compreensão de leitura crenças professores em formação professores de línguas escalas Likert |
| url | https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3375 http://hdl.handle.net/20.500.11968/6578 |