Short stories as an engagement strategy in tenth grade students

Olaya, Valeria; Suárez González, Oscar Estiven; Usuga Arboleda, Maria Camila

Short stories as an engagement strategy in tenth grade students

dc.contributor.advisor	Suescún Giraldo, Claudia Marcela
dc.contributor.author	Olaya, Valeria
dc.contributor.author	Suárez González, Oscar Estiven
dc.contributor.author	Usuga Arboleda, Maria Camila
dc.date.accessioned	2025-10-10T15:31:29Z
dc.date.available	2025-10-10T15:31:29Z
dc.date.issued	2025
dc.description.abstract	La investigación explora la utilización de cuentos cortos como método para mejorar la participación de los estudiantes de décimo grado. El estudio tuvo como objetivo examinar cómo este enfoque pedagógico influía en el nivel de compromiso de estos estudiantes en el proceso de aprendizaje del idioma inglés. La investigación se llevó a cabo con estudiantes de décimo grado. Los investigadores emplearon técnicas cualitativas para recopilar información sobre las experiencias y perspectivas de los estudiantes. El estudio reveló que la incorporación de cuentos cortos condujo a un aumento en el interés de los estudiantes y su participación activa en las actividades relacionadas con el aprendizaje del idioma. La investigación concluyó que los cuentos cortos sirvieron como una valiosa herramienta educativa para mejorar el compromiso de los estudiantes en el contexto de la enseñanza del inglés como lengua extranjera.	spa
dc.description.abstract	The research explored the utilization of short stories as a method to enhance student involvement among tenth-grade students. The study aimed to examine how this pedagogical approach influenced the level of engagement of these students in the process of learning the English language. The investigation was conducted with tenth-grade students. The researchers employed qualitative techniques to gather information regarding the students' experiences and their perspectives. The study revealed that the incorporation of short stories led to an increase in the students' interest and their active participation in activities related to learning the language. The research concluded that short stories served as a valuable educational tool for improving student engagement within the context of teaching English as a foreign language.	eng
dc.format.extent	26 p.
dc.format.mimetype	application/pdf
dc.identifier.citation	Olaya, V., Suárez, O., Usuga, M. (2025). Short stories as an engagement strategy in tenth grade students
dc.identifier.uri	https://repository.ucatolicaluisamigo.edu.co/handle/20.500.14.531/6451
dc.language.iso	eng
dc.publisher	Universidad Católica Luis Amigo.
dc.publisher.faculty	Educación y Humanidades
dc.publisher.place	Medellín, Colombia
dc.publisher.program	Licenciatura en Lenguas Extranjeras con énfasis en Inglés (Presencial)
dc.relation.references	Bintz, W. P. (1993). Resistant readers in secondary education: Some insights and implications. Journal of Reading, 36 (8), 604–615. Bruner, J. (1986). Actual minds, possible worlds . Harvard University Press. Bruner, J. (1996). The culture of education . Harvard University Press. Carr, N. (2010). The shallows: What the Internet is doing to our brains . W. W. Norton & Company. Cavanagh, M. (2011). Students’ experiences of active engagement through cooperative learning activities in lectures. Active Learning in Higher Education, 12 (1), 23–33. https://doi.org/10.1177/1469787410387724 Celce-Murcia, M. (1991). Teaching English as a second or foreign language (2nd ed.). Heinle & Heinle Publishers. Cummins, J. (2001). Language, power and pedagogy: Bilingual children in the crossfire . Multilingual Matters. Dole, J. A., Duffy, G. G., Roehler, L. R., & Pearson, P. D. (1991). Moving from the old to the new: Research on reading comprehension instruction. Review of Educational Research, 61 (2), 239–264. https://doi.org/10.3102/00346543061002239 Finn, J. D., & Zimmer, K. S. (2012). Student engagement: What is it? Why does it matter? In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 97–131). Springer. https://doi.org/10.1007/978-1-4614-2018-7_5 Fitton, D., Read, J. C., & Horton, M. (2013). The challenge of working with teens as participants in interaction design. Proceedings of IDC ‘13: Interaction Design and Children , 67–75. https://doi.org/10.1145/2485760.2485767 Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74 (1), 59–109. Gallagher, K. (2009). Readicide: How schools are killing reading and what you can do about it . Stenhouse Publishers. Gibson, J. J. (1979). The ecological approach to visual perception . Houghton Mifflin. Gutiérrez Fresneda, R., & Planelles Iváñez, A. (2022). Comprensión lectora: procesos, estrategias y niveles de complejidad cognitiva. Revista Electrónica Educare, 26 (3), 1–21. https://doi.org/10.15359/ree.26-3.22 Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 403–422). Lawrence Erlbaum Associates. Hall, C., & Coles, M. (1995). Children reading and talking: The making of meaning . Open University Press. Henry, A. (2019). L2 motivation and multilingual identities. The Modern Language Journal, 103 (3), 639–655. https://doi.org/10.1111/modl.12588 Horgan, J. (2003). Active learning and student engagement. Education Today . Hughes, G., & Quinn, F. M. (2013). The impact of lecturing on student learning. In Education for Nurses: Theory and Practice . Routledge. Jaarsma, T. A., Baars, J. W., & Scherpbier, A. J. (2008). Medical students’ preparation for the transition to clinical training: A review of the literature. Teaching and Learning in Medicine, 20 (2), 100–105. https://doi.org/10.1080/10401330801991503 Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102 (3), 588–600. https://doi.org/10.1037/a0019682 K. D’Mello, S. (2021). Engagement in learning. In R. Azevedo & V. Aleven (Eds.), International handbook of the learning sciences (pp. 273–284). Routledge. Kirby, J. R. (2007). Reading comprehension: Its nature and development. In A. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (3rd ed., pp. 40–64). International Reading Association. Koutsompou, V.-I. (2015). The use of literature in the language classroom: Methods and aims. International Journal of Information and Education Technology, 5 (1), 74–79. https://doi.org/10.7763/IJIET.2015.V5.479 Krashen, S. D. (2004). The power of reading: Insights from the research (2nd ed.). Libraries Unlimited. Lazar, G. (1993). Literature and language teaching: A guide for teachers and trainers . Cambridge University Press. Manuel, J. (2012a). Adolescent boys, literacies and school English. Australian Journal of Language and Literacy, 35 (1), 31–44. Manuel, J. (2012b). Teenagers and reading: Factors that shape the quality of their reading lives. English in Australia, 47 (2), 45–57. Matuk, C., Diamond, J., & Uttal, D. (2009). Visual representations and science understanding: The impact of graphic novels on student engagement and comprehension. Journal of Science Education and Technology, 18 (4), 305–320. https://doi.org/10.1007/s10956-009-9150-5 Muhammed, A. A. (2013). The effect of using literature in teaching English language. International Journal of English and Literature, 4 (6), 127–133. https://doi.org/10.5897/IJEL12.144 Muhammed, A. A. (2013). Using literature as a technique for teaching vocabulary in ESL context. International Journal of Linguistics, 5 (4), 134–146. https://doi.org/10.5296/ijl.v5i4.3990 National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction . National Institute of Child Health and Human Development. https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report. pdf Norman, D. A. (2002). The design of everyday things . Basic Books. (Original work published 1988) Nur, H., & Tez, S. (2021). The role of literature in English language teaching: Benefits and challenges. International Journal of Education and Literacy Studies, 9 (2), 151–157. https://doi.org/10.7575/aiac.ijels.v.9n.2p.151 Nur, S., & Tez, N. (2021). The role of literature in teaching English as a foreign language: A practical study. International Journal of Education and Literacy Studies, 9 (1), 88–94. https://doi.org/10.7575/aiac.ijels.v.9n.1p.88 Nussbaum, M. C. (2010). Not for profit: Why democracy needs the humanities . Princeton University Press. Oga-Baldwin, W. L. Q. (2019). Acting, thinking, feeling, making, collaborating: The engagement process in foreign language learning. Foreign Language Annals, 52 (4), 855–872. https://doi.org/10.1111/flan.12433 Papadima-Sophocleous, S. (2009). Reading: The skills of upper secondary school students. Proceedings of the EDULEARN09 Conference , 108–115. Papi, M., & Hiver, P. (2020). Language learning motivation as a complex dynamic system: A global perspective of truth, control, and value. The Modern Language Journal, 104 (1), 209–232. https://doi.org/10.1111/modl.12626 Paran, A. (2008). The role of literature in instructed foreign language learning and teaching: An evidence-based survey. Language Teaching, 41 (4), 465–496. https://doi.org/10.1017/S026144480800520X Permawardhena, I. S. (2005). Integrating literature into foreign language teaching: A Sri Lankan perspective. Novitas-Royal, 1 (2), 92–97. Pozo, R. (2020). Extensive reading in English as a foreign language: Benefits and implications for teaching. Revista de Estudios en Educación, 2 (3), 1–16. https://doi.org/10.17979/redu.2020.3.2.6955 Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9 (5), 1–6. https://doi.org/10.1108/10748120110424816 Reeve, J., & Jang, H. (2022). What teachers say and do to support students’ autonomy during a learning activity. Journal of Educational Psychology, 114 (1), 1–15. https://doi.org/10.1037/edu0000515 Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness . Guilford Press. Schneider, M. (2019). Autonomy as a predictor of student engagement: The moderating role of self-regulation. Learning and Individual Differences, 70 , 76–87. https://doi.org/10.1016/j.lindif.2019.01.007 Sidney, K. (2021). Engagement in education: Why it matters and how to foster it. In K. D'Mello (Ed.), Educational psychology perspectives (pp. 105–122). Academic Press. Wolf, M. (2007). Proust and the squid: The story and science of the reading brain . Harper. Zengin, B., Başal, A., & Yükselir, C. (2019). Investigation into the perceptions of students towards using literature in language education. International Journal of Curriculum and Instruction, 11 (1), 125–142. Zhou, M., Hiver, P., & Zheng, X. (2022). Student engagement in second language learning: Definition, measurement, and pedagogical implications. System, 106 , 102759. https://doi.org/10.1016/j.system.2022.102759
dc.rights.accessrights	info:eu-repo/semantics/openAccess
dc.rights.creativecommons	Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
dc.rights.uri	https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject	Reading	eng
dc.subject	Engagement	eng
dc.subject	Foreign language	eng
dc.subject	Short stories	eng
dc.subject	Language development	eng
dc.subject.proposal	Lectura	spa
dc.subject.proposal	Participación/ Compromiso	spa
dc.subject.proposal	Lengua Extranjera	spa
dc.subject.proposal	Cuentos Cortos	spa
dc.subject.proposal	Desarrollo del Lenguaje	spa
dc.subject.proposal	Reading	eng
dc.subject.proposal	Engagement	eng
dc.subject.proposal	Foreign Language	eng
dc.subject.proposal	Short stories	eng
dc.subject.proposal	Language Development	eng
dc.thesis.grantor	Universidad Católica Luis Amigo.
dc.thesis.level	Pegrado
dc.thesis.name	Licenciados en lenguas extranjeras con énfasis en Inglés.
dc.title	Short stories as an engagement strategy in tenth grade students	eng
dc.type.coar	http://purl.org/coar/resource_type/c_7a1f
dc.type.coarversion	http://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.local	Tesis/Trabajo de grado - Monografía - Pregrado
dc.type.version	info:eu-repo/semantics/acceptedVersion
oaire.accessrights	http://purl.org/coar/access_right/c_f1cf