The prediction strategy and the reading comprehension skill in learners of English

Abstract

Reading comprehension in English as a Second Language is of great value in student’s life because it will become a part of the curriculum of his or her professional career. Metacognitive skills, such as inference (predicting or guessing English topics), are crucial in the learning process; the development of these skills is a challenge that must be overcome in order to benefit students. The goal of this research is to determine the impact of using the prediction strategy in the English classroom. The study was developed in the Unidad Educativa Andoas, located in the city of Puyo. The research methodology is based on action research, and it was used in order to diagnose the problem quickly in real context and develop a solution within the time given. An array of data collection tools was adopted; the test and post-test are quantitative tools that provided positive results of the teaching strategy in reading comprehension skills. A rubric was designed to collect data from the students in a qualitative way through an open survey, where students could express their opinion of the learning strategy. During the eight weeks of research, authentic texts were read in the classroom that helped students build their vocabulary, as well as develop their critical thinking. Moreover, other types of activities were included in the research in the interest of creating a sense of individuality and a positive atmosphere that encourages consensus and respect among the students. Final findings show there was an improvement in reading comprehension skills, a boost in self-confidence, and a considerable drop in the level of stress in students at the time of evaluation. The combination of these factors had a positive impact in their scores.