Developing Reading Comprehension In English Pedagogy Students Through Comics
DOI:
https://doi.org/10.60112/erc.v6.i3.903Palabras clave:
carga cognitiva, teoría de la codificación dual, apoyos visuales, novelas gráficasResumen
Este estudio examina el uso de los cómics y las novelas gráficas como material de lectura en la comprensión lectora y el vocabulario en 18 estudiantes de segundo semestre de pedagogía en inglés en Ecuador. Basado en la Teoría de la Carga Cognitiva, la Codificación Dual y la Teoría del Esquema, se usó un diseño mixto con un grupo único de pretest-postest y entrevistas semiestructuradas. Los resultados cuantitativos mostraron una mejora positiva entre el pretest (M = 3.50) y el postest (M = 8.22), confirmada por una prueba t pareada (t(17) = -8.82, p < .001) y un efecto muy grande (d de Cohen = 2.08). Estos hallazgos fueron respaldados por los resultados cualitativos, ya que los participantes reportaron menor ansiedad al leer en inglés, mayor motivación y mejor comprensión de vocabulario desconocido gracias al apoyo visual de imágenes, diálogos y viñetas. Se concluye que los cómics son un recurso didáctico prometedor, aunque subutilizado en la enseñanza de inglés como lengua extranjera, capaz de reducir la carga cognitiva y fomentar experiencias de lectura más dinámicas y significativas. Este estudio contribuye a llenar un vacío en la literatura sobre el uso de cómics en programas de Pedagogía en inglés en Ecuador.
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Derechos de autor 2026 Joao Sebastian Olmedo Chuquizan, Gabriela Jaqueline Galeas Arboleda
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
