000			02182nam a2200277Ia 4500
001			UCASAGRANDE22771
007			ta
008			210819s2019||||xx |||||||||||||| ||spa||
040			_aUCASAGRANDE
041			_aspa
082			_aPOS 2019
100			_aRamírez, Rossana _etutor
245		0	_aClassifying Vocabulary into Parts of Speech to Improve Reading Comprehension
260			_a _bUniversidad Casa Grande. Departamento de Posgrado, _c2019
300			_a80 p.; _cDigital
513			_b2019
520			_aThis research aimed to find out whether parts of speech classification can improve students’ reading comprehension in a private language school in Loja. A mixed-method design was used to gather quantitative and qualitative data. A pre-test and a post-test were used to measure students reading comprehension and to record the number of words classified according to parts of speech. Results demonstrated that there was an increase of classified words on the posttest compared with the pretest. Cohen’s d was calculated and the result obtained was 0.22 (medium effect size). Furthermore, there was an improvement in the reading comprehension results with an increase of 1.83 points in the means of the pretest and the posttest scores. Additionally, students’ perspectives towards reading comprehension were measured with a pre and a post survey through a Likert scale. Results revealed that participants changed positively after the intervention. Consequently, it was demonstrated that classifying parts of speech is an effective technique for students to improve reading comprehension. These findings have significant implications for both English teachers and learners in the academic field, particularly to those who want to improve reading comprehension.
650			_aENSEÑANZA DE INGLÉS _986342
650			_aPARTS OF SPEECH _988053
650			_aREADING COMPREHENSION _988054
650			_aTESIS DE MAESTRÍA _978771
650			_aWORD RECOGNITION _988146
700			_aRuiz Quizhpe, Rosa Yanella _eautor _988147
856			_uhttp://dspace.casagrande.edu.ec:8080/bitstream/ucasagrande/1926/1/Tesis2104RUIc.pdf
942			_c24 _e2020-03-20 _zmmejia
999			_c138269 _d138269