EL USO DE LOS CÓMICS DIGITALES PARA MEJORAR LAS HABILIDADES DE ESCRITURA EN EL AULA DE ILE: UN ENFOQUE MULTIMODAL

• BEATRIZ CHAVES-YUSTE ^[1] ; CRISTINA DE-LA-PEÑA ^[2]
  1. [1] Universidad Complutense de Madrid

     Universidad Complutense de Madrid

     Madrid, España

     
  2. [2] Universidad Internacional de La Rioja

     Universidad Internacional de La Rioja

     Logroño, España

     
• Localización: RLA: Revista de lingüística teórica y aplicada, ISSN-e 0718-4883, ISSN 0033-698X, Vol. 63, Nº 1, 2025, págs. 13-46
• Idioma: español
• DOI: 10.29393/rla63-1ucbc20001
• Títulos paralelos:
  • LEVERAGING DIGITAL COMIC BOOKS TO ENHANCE WRITING SKILLS IN THE EFL CLASSROOM: A MULTIMODAL APPROACH
• Enlaces
  • Texto completo
• Resumen
  • español

    RESUMEN El uso de materiales auténticos en el aula de Inglés como Lengua Extranjera (ILE), y en particular, del cómic digital, ofrece la posibilidad de trabajar la lengua meta de una manera contextualizada, donde se integran la competencia plurilingüe con la cultural y la digital. Para analizar el efecto de cómics digitales (lectura y creación) en el desarrollo de la comprensión lectora y expresión escrita en ILE, se lleva a cabo una experiencia didáctica durante tres meses en un grupo de estudiantes (n=82) de Educación Secundaria Obligatoria. Los datos se recogen mediante pruebas en comprensión lectora y expresión escrita antes y después de la experiencia didáctica. Los resultados demuestran que el empleo de cómics digitales (lectura y confección) mejoran significativamente el desarrollo de la competencia escrita en ILE, concretamente, en las habilidades de comprensión lectora y expresión escrita, especialmente la expresión escrita. Se proponen implicaciones educativas dirigidas al proceso de enseñanza-aprendizaje en ILE para optimizar la competencia plurilingüe.

  • English

    ABSTRACT The use of authentic materials in the teaching of English as a foreign language (EFL), and in particular digital comics, offers the opportunity to work on the target language in a contextualized way, integrating multilingual, cultural and digital competences. In order to analyze the effect of digital comics (reading and creation) on the development of written language in EFL, a three-month didactic experience is conducted with a group of students (n=82) of compulsory secondary education. The data is collected through tests of reading comprehension and written expression before and after the didactic experience. The results show that the use of digital comics (reading and writing) significantly improves written language development in EFL, particularly in the areas of reading comprehension and written expression, especially in written expression. Pedagogical implications for the teaching-learning process in EFL are suggested in order to optimize plurilingual competence.

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