Puedes leer la investigacion aqui: https://repositorio.unicordoba.edu.co/handle/ucordoba/8026 Your can read the paper here https://repositorio.unicordoba.edu.co/handle/ucordoba/8026

1. DESCRIBING THE LIVED EXPERIENCES
OF 11TH GRADER WHO STRUGGLE
WITH READING COMPREHENSION
ACTIVITIES IN THE EFL CLASSROOM

2. Problem
 The problem addressed in this study is a
serious lack of Reading Comprehension
among 11th grade students at INEM, a
Colombian public school, which interferes
with their text comprehension and
understanding, and overall English
language acquisition.
2

3. PURPOSE & RESEARCH QUESTION
 This research aims to explore the lived
experiences of students who struggle with
reading comprehension in a EFL classroom.
 What are the lived experiences of 11th-grade
students who struggle with reading
comprehension in EFL activities?
3

4. KEY CONCEPTS
• Reading is a complex cognitive process that requires integrating visual,
auditory, and semantic information (Price & Mechelli, 2005).
• Reading comprehension is a process that modifies the knowledge the
reader possesses since it persuades him/her to interpret and analyze the
content he/she reads to understand it meaningfully (Sari et al., 2020).
• Struggling with reading: Although reading is an important skill, too
many students at all ages struggle to become proficient readers (Rasinski,
2017)
4

5. LITERATURE REVIEW
5
• Gilroy (2013)
• Camargo & Orbegozo
(2010)
• Reece (2017)
• Castaño (2019)
• Tovar & Guerrero
(2021)

6. METHODOLOGY
6
Maanen (1979, p. 520) states that qualitative
research “is an umbrella term covering an array
of interpretive techniques which seek to
describe, decode, translate and otherwise come
with terms with the meaning, not the frequency
of certain more or less naturally occurring
phenomena in the social world.”

7. 7
• E.I. INEM which is
located at the northern
part of Montería
• 11th graders
"Lived experience is a
private, subjective
phenomenon that, in and
of itself, in its primary and
unitary form, cannot be
described or analyzed from
the outside" (Tappan, 1997,
p. 647).

8. DATA COLLECTION TECNIQUES
8
In-depth interviews are
purposeful interactions
in which an investigator
attempts to learn what
another person knows
about a topic (Mears,
2012).
In this kind of observation
there is not interaction
with participants but rather
simply record their
behavior (Driscoll, 2011).

9. DATA ANALYSIS
9
Giorgi’s method of analysis
aims to uncover the meaning
of a phenomenon as
experienced by a human
through the identification of
essential themes” (Koivisto
2002. p. 68)

10. REFERENCES
10
• Camargo, J., & Orbegozo, J. C. (2010). Exploring EFL students’ reading comprehension process
through their life experiences and the sight word strategy. HOW, 17(1), 57–72.
• Driscoll, D. L. (2011). Introduction to primary research: Observations, surveys, and interviews. In C.
Lowe & P. Zemliansky, Writing Spaces 2: Readings on Writing (Vol. 2, pp. 153–174). Parlor Press LLC.
• Gilroy, N. M. (2013). A phenomenological study of the experiences of middle school students with
reading deficiencies [PhD Thesis]. Drexel University.
• Mears, C. L. (2012). In-depth interviews. In J. Arthur, M. Waring, R. Coe, & L. V. Hedges, Research
Methods and Methodologies in Education (pp. 170–176). SAGE.
• Tappan, M. B. (1997). Interpretive psychology: Stories, circles, and understanding lived experience.
Journal of Social Issues, 53(4), 645–656. https://doi.org/10.1111/j.1540-4560.1997.tb02453.x
• Van Maanen, J. (1979). Reclaiming qualitative methods for organizational research: A preface.
Administrative Science Quarterly, 24(4), 520–526.

11. 11
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