Intervenciones pedagógicas explícitas en comprensión lectora de inglés como lengua extranjera. Revisión sistemática y meta-análisis
Explicit pedagogical interventions in reading comprehension of English as a foreign language. Systematic review and meta-analysisContenido principal del artículo
La comprensión lectora en inglés como lengua extranjera (EFL) es fundamental en educación secundaria, aunque persisten dificultades significativas. Las intervenciones pedagógicas explícitas han demostrado potencial para mejorarla. El del artículo es determinar la efectividad de las intervenciones pedagógicas explícitas en comprensión lectora de inglés en estudiantes de educación secundaria. El enfoque es cuantitativo, bajo una revisión sistemática, observacional-analítico y diseño meta-analítico. Se realizó búsqueda en bases de datos (ERIC, Scopus, Web of Science, PubMed, DOAJ). Se incluyeron 16 estudios. Los resultados evidencian que las intervenciones produjeron efecto global significativo (g = 1.211; IC 95% [0.854, 1.568]; p < 0.001). El tipo de intervención fue el moderador más potente, con estrategias metacognitivas (g = 1.694) y colaborativas (g = 2.203) generando mayores efectos. Se identificó equivalencia de efectos entre regiones, con América Latina demostrando resultados comparables a contextos asiáticos (g ≈ 1.33). las conclusiones indica que la instrucción estratégica sistemática supera la enseñanza convencional.
Reading comprehension in English as a foreign language (EFL) is fundamental in secondary education, although significant difficulties persist. Explicit pedagogical interventions have shown potential for improvement. This article aims to determine the effectiveness of explicit pedagogical interventions in English reading comprehension among secondary school students. The approach is quantitative, using a systematic, observational-analytical, and meta-analytical design. A search was conducted in databases (ERIC, Scopus, Web of Science, PubMed, DOAJ). Sixteen studies were included. The results show that the interventions produced a significant overall effect (g = 1.211; 95% CI [0.854, 1.568]; p < 0.001). The type of intervention was the most powerful moderator, with metacognitive (g = 1.694) and collaborative (g = 2.203) strategies generating the greatest effects. Equivalence of effects was identified between regions, with Latin America demonstrating results comparable to Asian contexts (g ≈ 1.33). The findings indicate that systematic strategic instruction outperforms conventional teaching.
Detalles del artículo
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
Cómo citar
Referencias
Al-Haydan, D. Y. A. (2020). The Effects of Morphological Awareness on EFL Secondary School Students' Reading Comprehension Skills. International Journal of Education and Literacy Studies, 8(3), 48-58. https://doi.org/10.17507/ijltr.1104.11
Bersamin, A. E., Ulla, M. B., Saripa, A., Suebsom, K., y Lemana II, H. E. (2024). Blended Learning and its Impact on English Reading Comprehension among Thai Vocational Students. EFLections, 31(1), 165-185. https://doi.org/10.61508/refl.v31i1.272396
Borenstein, M., Hedges, L. V., Higgins, J. P., y Rothstein, H. R. (2021). Introduction to meta-analysis. John Wiley y Sons. https://doi.org/10.1002/9781119558378
Corpas Arellano, M. D. (2014). Análisis y evaluación de la comprensión lectora en inglés como lengua extranjera en educación secundaria obligatoria. 2014, 11. ISSN: 1989-6778. https://repositorio.ual.es/handle/10835/3936
DerSimonian, R., y Laird, N. (1986). Meta-analysis in clinical trials. Controlled clinical trials, 7(3), 177-188. https://europepmc.org/article/med/3802833
Dew, T., Swanto, S., Din, W., y Kamlun, K. (2022). The Effects of Inquiry-Based Reciprocal Teaching Module (IBRM) on Malaysian ESL Learners' reading Comprehension: A Quasi-Experiment. International Journal of Education, Psychology and Counseling, 7(48), 369-382. https://doi.org/10.35631/IJEPC.748028
García, N., Quevedo, N. N., y Cañizares, F. P. (2021). La enseñanza del inglés en entornos virtuales de aprendizaje en Uniandes - Santo Domingo, Ecuador. Conrado, 17(81), 66-75. http://scielo.sld.cu/scielo.php?script=sci_arttextypid=S1990-86442021000400066
Ghaniabadi, S., Amirian, S. M. R., Khalilabad, M., y Nafchi, A. M. (2016). The effect of multimedia texts presented on interactive whiteboards on Iranian high school EFL learners' reading comprehension performance. International Journal, 3(1). https://www.researchgate.net/publication/311651652
Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Cambridge University Press.
Harianto, M. Y. (2023). Collaborative Strategic Reading (CSR): The Outcome on Students' Reading Comprehension Viewed from Self-Efficacy. International Society for Technology, Education, and Science. https://doi.org/10.33369/jeet.7.2.224-238
Hasani, A., y Pahamzah, J. (2022). Relationship Approach to Cognitive and Metacognitive Strategies on EFL Students' Reading Comprehension. Eurasian journal of applied linguistics, 8(2), 16-23. https://doi.org/10.32601/ejal.911537
Hashemian, M., Jam, B., y Naraki, S. (2014). Improving reading comprehension of Iranian high school students via graphic organizers. International Journal of Educational Investigations, 1(1), 93-110. https://doi.org/10.1016/j.sbspro.2014.03.453
Hedges, L. V., y Olkin, I. (1985). Statistical methods for meta-analysis. Academic Press.
Hernández-Chérrez, E., Hidalgo-Camacho, C. S., y Carrera-Martínez, V. (2020). Graphic Organizers for the Enhancement of EFL Reading Comprehension. Revista Chakiñan de Ciencias Sociales y Humanidades, (12), 106-117. https://doi.org/10.37135/chk.002.12.07
Hidayat, M. T. (2024). Effectiveness of AI-based personalized reading platforms in enhancing EFL reading comprehension. Journal of Learning for Development, 11(1), 115-125.
Imsa-ard, P. (2022). Reading Better? Enhancing Thai EFL Secondary School Students' Reading Comprehension Abilities with the Use of Graphic Organizers. English Language Teaching, 15(5), 1-13. https://doi.org/10.5539/elt.v15n5p1
Jaiswal, P. (2025). Cognitive, Metacognitive, and Digital Reading Strategies in English Education: A 20-Year Review. International Journal of Linguistics, Literature and Translation, 8(9), 10-18. https://doi.org/10.1177/136216888231175642
Kabir, F. M., y Kiasi, G. A. (2018). The Effect of Collaborative Strategic Reading on EFL learners' reading comprehension and vocabulary knowledge. European Journal of Foreign Language Teaching, 3(1). https://doi.org/10.46827/ejfl.v0i0.1363
Khan, S., Ullah, S., Siraj, D., y Islam Amjad, A. (2025). Examining Classroom Strategies: Reciprocal Teaching and its Effect on Reading Comprehension. Sage Open, 15(4), 21582440251380709. https://doi.org/10.1177/21582440251380709
Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge university press.
Klingner, J. K., y Vaughn, S. (1998). Using collaborative strategic reading. Teaching Exceptional Children, 30(6), 32-37. https://doi.org/10.1177/004005999803000607
Lestari, N. y Misdi, M. (2016). Using visual scaffolding strategy for teaching reading in junior high school. ELT Perspective Jurnal Pendidikan Bahasa Inggris, 4(2). https://journal.uniku.ac.id/index.php/perspective/article/view/1538
Matamala, R., y Muñoz, B. (2024). Comprensión lectora en L2: Efecto de la instrucción explícita de estrategias de aprendizaje cognitivas y metacognitivas. Alpha (Osorno), (58), 160-176. http://dx.doi.org/10.32735/s0718-220120240000583586
Mokhtari, K., y Reichard, C. A. (2002). Assessing students' metacognitive awareness of reading strategies. Journal of Educational Psychology, 94(2), 249-259. https://doi.org/10.1037/0022-0663.94.2.249
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., ... y Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. bmj, 372. https://doi.org/10.1136/bmj.n71
Pinninti, L. R. (2016). Metacognitive awareness of reading strategies: An Indian context. The Reading Matrix: An International Online, 16(1). https://doi.org/10.5539/elt.v9n8p187
Pinto, N. S., Martínez, A. I. M., y Jiménez-Taracido, L. (2016). Estrategias de aprendizaje, comprensión lectora y rendimiento académico en Educación Secundaria. Psicología Escolar e Educacional, 20(3), 447-456. https://doi.org/10.1590/2175-3539/2015/02031011
Qi, W., y Jiang, Y. (2021). Use of a Graphic Organiser as a Pedagogical Instrument for the Sustainable Development of EFL Learners' English Reading Comprehension. Sustainability, 13(24), 13748. https://doi.org/10.3390/su132413748
Raza Shah, S. H., Qadir, Z. A., Abbasi, D. I. A., Abbasi, R. H., y Ali, K. (2025). Metacognitive Reading Interventions to Improve Reading Comprehension Among ESL learners: a Systematic Review (2018-2025). TPM - Testing, Psychometrics, Methodology in Applied Psychology, 32(2), 108-121. https://doi.org/10.5281/zenodo.17277475
Sheorey, R., y Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and non-native readers. System, 29(4), 431-449. https://doi.org/10.1016/S0346-251X(01)00039-2
Snow, C. (2002). Reading for understanding: Toward an RyD program in reading comprehension. RAND Corporation. https://www.rand.org/pubs/monograph_reports/MR1465.html
Sterne, J. A. C., Hernán, M. A., Reeves, B. C., Savović, J., Berkman, N. D., Viswanathan, M., ... y Higgins, J. P. T. (2016). ROBINS-I: A tool for assessing risk of bias in non-randomised studies of interventions. BMJ, 355, i4919. https://doi.org/10.1136/bmj.i4919
Thanh, N. H. K., y Vien, T. (2021). Integrating Extensive Reading into the Lessons: Its effects on EFL high school Lessons and performance. European Journal of Foreign Language Teaching, 5(5). http://dx.doi.org/10.46827/ejfl.v5i5.3879
Vargas-Chacón, S. M., Cena, A. E. V., Vargas, I. D. S. B., y Nomura, C. A. Z. (2021). Estrategias metacognitivas para mejorar la comprensión lectora en inglés. Polo del Conocimiento, 6(8), 154–176.
Viechtbauer, W. (2010). Conducting meta-analyses in R with the metafor package. Journal of Statistical Software, 36(3), 1-48. https://doi.org/10.18637/jss.v036.i03