Implementing GBA to improve Reading Comprehension in Higher Education in Colombia

Abstract

The current study took place in a private Higher Education Institution (HEI) in Sincelejo-Sucre; which focus group was six last semester-learners who were around twenty and thirty years old, chosen based on pre-test results, using the two highest, the two medium, and the two lowest scores to describe how the GBA enhanced these learners’ reading comprehension skills by using expository (cause-effect) texts. To this effect, only the deconstruction stage of the aforementioned cycle was developed to expose learners to the structure, language features, common words, expressions, and organization of this type of text, which was led by the teacher in an entire modeling stage. The data was gathered using three different quantitative and qualitative techniques: two pre-tests and two post-tests were implemented, and some surveys in forms of questionnaires were done to the focus group in order to triangulate the results objectively. The results revealed the positive incidence of the GBA in the subjects’ reading comprehension levels (literal, inferential, and critical thinking), enhancing their skills individually and contributing with some other findings. To conclude, it is essential to acknowledge learners’ weaknesses and strengths, since GBA was applied taking into account their needs, interests and context.