Academic reading applied to medical technology students at the University of Cuenca to enhance reading performance and positive attitude towards english learning

Abstract

English Language Learning in the University of Cuenca has been generally viewed as a simple, unimportant, irrelevant, but mandatory subject that is part of the curriculum. Students have the obligation to pass 3 English credit courses in order to comply with academic requirements for graduation. English teaching methodologies are teacher-centered mostly; in these, the emphasis is mainly on developing grammar skills as stipulated in the syllabus for the second level of credit modality of the University Language Institute in 2016-2017. However, academic readings related to students´ interest can be used as an alternative pedagogical tool for teaching and learning English. The purpose of this study was to determine the effects of academic reading on students´ reading performance and students´ attitudes towards reading in English and English learning. Throughout this research project seven academic readings were applied to a group of students at low-intermediate level of English between the ages of 19 and 26 in the Medical Technology School at the Faculty of Medical Sciences. For data analysis measures of central tendencies, ANOVA test, and non-parametrical Wilcoxon Tests were used. Significant differences on students´ reading performance, positive attitudes towards academic and English learning were observed. There was not a significant change in attitudes towards reading general English. Further research is recommended to demonstrate the hypothesis that including academic reading in the different English credit courses can improve English teaching at the Universidad de Cuenca.