The Use of the CLIL Approach to Improve Reading Comprehension in A1 Students’ Level

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dc.contributor.authorAlbán Taipe, Johanna Elizabeth
dc.contributor.authorAvilés Bajaña, Edith Patricia
dc.date.accessioned2025-09-26T16:40:49Z
dc.date.available2025-09-26T16:40:49Z
dc.date.issued2025-07-23
dc.description.abstractThe thesis titled “The Use of the CLIL Approach to Improve Reading Comprehension in A1 Students’ Level” proposed the application of the CLIL approach to enhance reading skills by implementing worksheets with exercises for students with an English language proficiency level of A1. The study was conducted at Unidad Educativa Sagrado Corazón de Jesús, situated in Latacunga, Ecuador. The methodology used to collect complete and legitimate data was a combination of quantitative and qualitative approaches, including a survey, a pre-test, a post-test, and an interview, which were conducted to assess students' skills and attitudes regarding the focus on reading texts. The objective of this study was to analyze the influence of the CLIL approach on improving the students’ reading comprehension. The findings demonstrated that the use of the CLIL approach in comprehensive reading activities had a moderate effect on the development of cognitive reading activities of a second language. Additionally, it was verified that the use of predicting reading components, such as connecting and inferential understanding, which correspond to Pre-reading activities, were specific components that improved the students after the intervention. At the end of the research project and the application of the proposal, the conclusion was that the CLIL approach promotes the improvement and development of the components applied in comprehensive reading practice through exercises that encourage exploration, supported by visual resources. About the recommendations, it is suggested to incorporate the CLIL approach in daily class planning when reading skill is practiced since this methodology provides greater participation through the use of authentic texts where cognitive activities are incorporated before, during and after reading since the results showed that the project had a moderate impact on this ability, the students who participated managed to understand components necessary to improve the reading comprehension of the English language.
dc.description.sponsorshipUniversidad Bolivariana del Ecuador
dc.identifier.citationAlbán Taipe, J. E., & Avilés Bajaña, E. P. (2025). The Use of the CLIL Approach to Improve Reading Comprehension in A1 Students’ Level [[Object Object]]. Universidad Bolivariana del Ecuador.
dc.identifier.other428.24
dc.identifier.urihttps://dspace.ube.edu.ec/handle/123456789/1715
dc.language.isoen
dc.publisherMalagón, B. Universidad Bolivariana del Ecuador
dc.relation.ispartofseriesPM-PI-A23-03P2-08; 0502661622
dc.rightshttp://purl.org/coar/access_right/c_abf2
dc.titleThe Use of the CLIL Approach to Improve Reading Comprehension in A1 Students’ Level
dc.title.alternativeThe Use of the CLIL Approach to Improve Reading Comprehension in A1 Students’ Level
dc.typeThesis
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