Aprimorando a compreensão da leitura: examinando as crenças dos professores de ile sauditas e a implementação de estratégias metacógicas

Abdulaziz Althewini

doi:10.22633/rpge.v29iesp1.20473

Autores/as

Abdulaziz Althewini Universidade Rei Saud bin Abdulaziz https://orcid.org/0000-0002-5854-8090

DOI:

https://doi.org/10.22633/rpge.v29iesp1.20473

Palabras clave:

Estrategias de lectura metacognitivas, Enseñanza del inglés como lengua extranjera, Creencias docentes, Comprensión lectora, Desarrollo professional

Resumen

Este estudio analiza las creencias y prácticas de los docentes saudíes de inglés como lengua extranjera (EFL) sobre las estrategias metacognitivas de lectura y sus efectos percibidos en la comprensión lectora de los estudiantes. Mediante un enfoque cuantitativo basado en encuestas, se recopilaron datos de profesores de diversas instituciones para evaluar su conocimiento teórico, la aplicación en el aula y las barreras para la implementación. Los resultados muestran que, aunque los docentes demuestran una sólida conciencia teórica, la aplicación práctica es limitada debido a restricciones institucionales, falta de formación profesional y currículos rígidos. Los profesores destacaron la necesidad de desarrollo profesional específico y de planes de estudio más flexibles para integrar eficazmente las estrategias metacognitivas. Abordar estas carencias mediante capacitación estructurada y reformas curriculares podría mejorar la competencia lectora, el pensamiento crítico y los resultados académicos de los estudiantes, alineando la educación saudí con los estándares internacionales.

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Biografía del autor/a

Abdulaziz Althewini, Universidade Rei Saud bin Abdulaziz

Universidade Rei Saud bin Abdulaziz para Ciências da Saúde, Centro Internacional de Pesquisa Médica Rei Abdullah e Ministério da Guarda Nacional – Assuntos de Saúde, Arábia Saudita. Professor Associado.

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