El impacto de las expectativas individuales y grupales en la autoimagen y la comprensión lectora de los estudiantes iraníes de nivel intermedio de Efl
DOI:
https://doi.org/10.20952/revtee.v14i33.15298Palabras clave:
Expectativa basada en el individuo, Expectativa basada en el grupo, Autoimagen alta y baja, Comprensión lectora, Estudiante de nivel intermedio de inglés como lengua extranjeraResumen
El estudio examinó el efecto de las expectativas individuales y grupales sobre la autoimagen y la comprensión lectora de los estudiantes de inglés como lengua extranjera. Este estudio exploró la efectividad de las expectativas individuales y las expectativas grupales para mejorar la autoimagen y la comprensión lectora entre los estudiantes de inglés como lengua extranjera. Para ello, se eligieron 50 de 120 estudiantes iraníes de inglés como lengua extranjera como muestra del estudio y se dividieron en dos grupos de instrucción de expectativas basada en el individuo e instrucción de expectativas en grupo, recibieron cinco sesiones de instrucción junto con algunos tipos de expectativas. y tomó dos tipos de pruebas de lectura y de autoimagen como prueba previa y posterior. En general, los resultados no mostraron diferencias significativas entre las puntuaciones medias de los dos grupos en la prueba posterior de autoimagen. Los resultados revelaron que el grupo de expectativas individuales superó significativamente al grupo de expectativas basadas en el grupo en la prueba posterior de comprensión lectora. Los hallazgos sugieren que el uso de diferentes formas de expectativas en las clases de idiomas puede ser fundamental para mejorar la autoimagen y la comprensión lectora de los estudiantes.
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