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L2 Reading During Higher Education in Colombia

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dc.contributor.authorRestrepo Ruiz, Marisela
dc.contributor.authorMartinez Bula, Ligia Rosa
dc.contributor.authorHerazo Chamorro, Mónica Isabel
dc.contributor.authorÁlvarez Ruíz, Liliana Patricia
dc.contributor.researchgroupInvestigadores de Educación a distancia-(IDEAD)
dc.date.accessioned2025-08-25T21:32:43Z
dc.date.issued2023
dc.description.abstractThe results of a diagnostic L2 reading test applied to first-semester students at a higher education institution in Colombia demonstrated that most of the population entered the university with a lower reading comprehension level than the required for the entrance to tertiary education. According to MEN. The results gathered were categorized taking into account the CEFR levels (B2, B1, A2, A1, and –A1). This test’s results revealed that the 85% of the evaluated population was classified at level A1; the 35%was placed at level A2; and the last 8% was classified at level –A1; on the other hand, there were no students placed in the higher levels (B1, B2).It is observed that most of the participants were place in level A1, according to the CEFR, which means that these students lack the required standards to start college studies, regarding L2 reading skills. In order to face this situation, some university professors in this context were also observed with the intention of identifying the positive practices in terms of reading comprehension and the chances to improve.eng
dc.description.researchareaCurrículo, Interculturalidad y educación inicial.
dc.description.researchareaEducación Superior en el contexto internacional,
dc.description.researchareaGerencia, gestión y educación ambiental
dc.description.researchareaLingüística, literatura, ingles y desarrollo humano
dc.description.researchareaProcesos de enseñanza y aprendizaje en EAD y virtual
dc.format.extent17 páginas
dc.format.mimetypeapplication/pdf
dc.identifier.citationRuiz, M. R., Bula, L. M., Chamorro, M. H., & Ruiz, L. Álvarez. (2023). L2 Reading During Higher Education in Colombia. Journal of Higher Education Theory and Practice, 23(13). https://doi.org/10.33423/jhetp.v23i13.6374
dc.identifier.eissn2158-3595
dc.identifier.urihttps://repositorio.cecar.edu.co/handle/cecar/10728
dc.language.isoeng
dc.publisher.placeColombia
dc.relation.citationendpage266
dc.relation.citationissue13
dc.relation.citationstartpage250
dc.relation.citationvolumeVolumen 23
dc.relation.ispartofjournalJournal of Higher Education Theory and Practice
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dc.rightsDerechos Reservados. Corporación Universitaria del Caribe – CECARspa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.coarhttp://purl.org/coar/access_right/c_abf2
dc.rights.licenseAtribución-NoComercial 4.0 Internacional (CC BY-NC 4.0)
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/
dc.sourcehttps://doi.org/10.33423/jhetp.v23i13.6374
dc.subject.proposalL2eng
dc.subject.proposalTertiary educationeng
dc.subject.proposalL2 reading levelseng
dc.titleL2 Reading During Higher Education in Colombiaeng
dc.typeArtículo de revista
dc.type.coarhttp://purl.org/coar/resource_type/c_dcae04bc
dc.type.coarversionhttp://purl.org/coar/version/c_970fb48d4fbd8a85
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