The
Reading
habit
as
a
strength
in
learning
foreign
languages
Abstract.-
Learning
foreign
languages,
considered
a
communicative
and
cultural
necessity,
demands
developing
reading
skills
that
strengthen
their
domain
and
applicability
according
to
the
communicative
needs
and
the
social
context.
This
research
raised
a
general
objective
to
apply
didactic
strategies
with
a
digital
tool
of
web
2.0
to
develop
the
habit
of
reading
in
foreign
languages
in
high
school
students.
For
this,
a
documentary
and
field
research
was
developed.
The
theoretical
information
was
obtained
from
specialized
bibliographies:
books,
brochures,
magazines,
and
indexed
articles.
Data
collection
instruments
such
as
interviews,
surveys,
and
observation
sheets
were
used.
It
was
concluded
that
students
are
constantly
exposed
to
reading
through
school
books
and
information
teachers
share.
Using
digital
tools
is
an
essential
benefit
for
developing
reading
habits
and
acquiring
a
second
language.
Keywords:
Reading,
digital
tools,
strategies,
didactic.
ISSN-E:
2542-3401,
ISSN-P:
1316-4821
Universidad,
Ciencia
y
Tecnología,
Vol.
27,
Núm.
118,
(pp.
7-16)
Matute C.
et al.
The Reading habit as a strength in learning foreign languages
Matute
Castro
George
Robert
https://orcid.org/0000-0002-7129-2050
george.matute@unesum.edu.ec
Docente
de
la
Universidad
Estatal
del
Sur
de
Manabí
y
Docente
de
la
Unidad
Educativa
Quince
de
Octubre
Jipijapa-Ecuador
Resumen:
El
aprendizaje
de
idiomas
extranjeros,
al
ser
considerado
como
una
necesidad
comunicativa
y
cultural,
demanda
el
desarrollo
de
habilidades
lectoras
que
fortalezcan
su
dominio
y
aplicabilidad
de
acuerdo
las
necesidades
comunicativas
y
al
contexto
social.
Esta
investigación
tuvo
como
objetivo
general
aplicar
estrategias
didácticas
con
herramientas
digitales
de
la
web
2.0
para
desarrollar
el
hábito
de
la
lectura
en
idiomas
extranjeros
en
los
estudiantes
del
bachillerato.
Para
ello,
se
desarrolló
una
investigación
documental
y
de
campo.
La
información
teórica
se
obtuvo
de
bibliografía
especializada:
libros,
folletos,
revistas
y
artículos
indexados.
Se
emplearon
instrumentos
de
recolección
de
datos
como
entrevistas,
encuestas
y
fichas
de
observación.
Se
concluyó
que
los
estudiantes
están
constantemente
expuestos
a
la
lectura
a
través
de
libros
escolares
e
información
que
los
docentes
comparten,
y
que
emplear
herramientas
digitales
significa
un
importante
beneficio
para
el
desarrollo
del
hábito
lector
y
la
adquisición
de
un
segundo
idioma.
Palabras
clave:
:
Lectura,
herramientas
digitales,
estrategias,
didáctica
El
hábito
de
la
lectura
como
fortaleza
en
el
aprendizaje
de
idiomas
extranjeros
7
Received
(13/08/2022),
Accepted
(05/01/2023)
Párraga
Solórzano
Rudy
Jonathan
https://orcid.org/0000-0003-3155-4826
rparraga@upse.edu.ec
Docente
Universidad
Estatal
Península
de
Santa
Elena
S
a
n
t
a
E
l
e
n
a
-
E
c
u
a
d
o
r
Macías
Solórzano
Jennifer
Valeria
https://orcid.org/0000-0002-6797-8930
macias-jennifer1477@unesum.edu.ec
D
o
c
e
n
t
e
d
e
l
a
U
n
i
v
e
r
s
i
d
a
d
E
s
t
a
t
a
l
d
e
l
S
u
r
de
Manabí
y
Docente
de
la
Unidad
Educativa
Manuel
Inocencio
parrales
I
Guale
Jipijapa-Ecuador
Tigua
Anzules
José
Oswaldo
https://orcid.org/0000-0003-3856-7662
jose.tigua@unesum.edu.ec
D
o
c
e
n
t
e
d
e
l
a
U
n
i
v
e
r
s
i
d
a
d
E
s
t
a
t
a
l
d
e
l
S
u
r
de
Manabí
y
Docente
de
la
Unidad
Educativa
Quince
de
Octubre
Jipijapa-Ecuador
https://doi.org/10.47460/uct.v27i118.682
I. INTRODUCTION
Reading
as
an
enriching
action
is
not
an
indicator
of
learning
or
a
determinant
that
allows
establishing
levels
of
education
or
coefficients
in
the
human
being.
On
the
contrary,
it
is
essential
to
develop
skills
and
abilities
that
will
enable
the
individual
to
acquire
knowledge
about
different
areas
and
topics
of
expertise.
Education
at
its
various
levels
assumes
reading
ability
as
an
essential
requirement
for
linguistic
communication
and
content
assimilation.
However,
the
present
study
visualizes
and
proposes
to
promote
the
reading
habit
so
that
the
student
(children
and
young
people)
become
aware
of
their
environment
in
their
academic
and
social
development
and
that
this
process
becomes
part
of
their
daily
life.
Reading
is
a
significant
and
relevant
factor
in
any
formative
process
for
children,
so
teaching
and
learning
start
long
before
school
and
end
long
after.
It
ends
with
life.
Understanding
is
an
endless
road.
It
can
always
be
u
n
d
e
r
s
t
o
o
d
b
e
t
t
e
r
,
m
o
r
e
e
x
t
e
n
s
i
v
e
l
y
,
a
n
d
s
i
n
c
e
r
e
l
y
[
1
]
.
T
o
a
c
h
i
e
v
e
c
o
m
p
r
e
h
e
n
s
i
o
n
,
i
t
i
s
e
s
s
e
n
t
i
a
l
t
o
f
o
c
u
s
o
n
the
didactics
used
by
teachers
since
it
is
the
central
axis
so
that
reading
is
presented
as
a
constantly
d
e
v
e
l
o
p
e
d
a
n
d
i
m
p
r
o
v
e
d
s
k
i
l
l
.
T
h
e
d
i
d
a
c
t
i
c
s
o
f
r
e
a
d
i
n
g
r
e
q
u
i
r
e
t
h
e
i
r
d
e
e
p
e
n
i
n
g
a
n
d
k
n
o
w
l
e
d
g
e
t
o
r
e
c
o
g
n
i
z
e
and
take
advantage
of
their
strengths
and
opportunities
that
allow
them
to
act
when
frustrations
arise.
Reading
as
such
is
not
an
innate
ability
or
acquired
genetically;
instead,
it
is
accepted
as
the
individual
grows.
Therefore,
the
first
cycles
of
schooling
are
of
great
importance
for
the
acquisition
of
reading,
so
the
techniques,
methods,
and
activities
to
be
developed
must
be
started
from
this
first
instance
to
form
a
habit
of
wanting
from
an
early
age
and
not
in
the
tension
of
duty
[2].
Therefore,
this
ability
could
even
occur
in
formative
education
from
home,
where
the
family
environment
plays
a
vital
role
for
the
individual.
This
communication
aims
to
influence
the
need
to
structure
reading
comprehension
in
the
school
curriculum,
as
well
as
remind
families
in
particular
and
society
in
general
of
the
fundamental
role
they
play
in
the
motivation
and
reading
training
of
the
student.
This
communication
proposes
to
unify
families
and
schools
to
work
together
on
students'
reading
abilities.
T
o
d
i
s
c
u
s
s
t
h
e
s
c
h
o
o
l
'
s
r
e
s
p
o
n
s
i
b
i
l
i
t
y
c
o
n
c
e
r
n
i
n
g
r
e
a
d
i
n
g
c
o
m
p
e
t
e
n
c
e
,
w
e
m
u
s
t
s
t
a
r
t
w
i
t
h
t
h
e
f
a
c
t
t
h
a
t
teachers
assume
full
responsibility
for
students'
reading
competence.
Therefore,
the
school's
job
is
not
to
create
good
readers
or
lovers
of
literature
but
competent
readers
[3].
Teachers
face
a
common
problem:
young
people
who
suffer
from
an
unprecedented
lexical
shortage,
difficulty
understanding
sentences,
misuse
of
punctuation
marks,
difficulty
acquiring
good
notes,
impersonal
writing,
reading
problems
in
textbooks,
and
lack
of
criteria
when
debating.
All
these
problems
derive
from
the
communicative
aspect
of
language.
In
this
sense,
in
the
same
way,
each
teacher
is
responsible
for
communicative
competence.
They
are
also
teachers
of
reading
competence
because
there
is
only
learning
with
communication
and
understanding.
To
these
issues,
which
have
a
direct
impact
on
the
teaching
task,
it
must
be
added
that
in
recent
decades
the
book
has
lost
its
exclusivity
as
a
central
object
in
reading
processes,
to
which
is
added
the
lack
of
research
activities
with
direct
bibliography
in
physical
texts
and
the
lack
of
management
of
these
resources
in
the
classroom.
The
text
has
been
expanded
to
form
a
plural
text,
a
hybrid
space,
where
the
same
digital
or
printed
book,
electronic
texts,
and
multimedia
are
mixed
in
a
great
mixture.
Not
only
has
the
text
changed,
but
the
way
of
reading
has
also
changed.
Consumption,
the
ephemeral,
the
fragmentation,
the
spectacle,
and
surfing,
are
characteristics
that
directly
contradict
a
task
that
is
delayed,
prolonged
construction
of
time
[4].
But
it
is
that
the
current
reader
has
also
changed.
It
is
a
reader
integrated
into
a
literate
society
with
a
strong
presence
of
audiovisual
media.
Thus,
cohesion
and
linearity
in
reading
are
broken.
The
new
reader
grants
significant
autonomy
to
sequences
or
other
minor
discourse
units,
mixes
elements
of
different
genres,
interrupt
the
narrative
thread,
and
includes
other
texts
within
the
narration.
It
is
read
differently
because
it
is
a
reading
adapted
to
the
new
market
proposals
[5].
8
I
S
S
N
-
E
:
2
5
4
2
-
3
4
0
1
,
I
S
S
N
-
P
:
1
3
1
6
-
4
8
2
1
Universidad,
Ciencia
y
Tecnología,
Vol.
27,
Núm.
118,
(pp.
7-16)
Matute C.
et al.
The Reading habit as a strength in learning foreign languages
The
Ministry
of
Education
is
constantly
monitoring
faithful
compliance
with
quality
standards.
For
this
reason,
the
teacher
needs
to
apply
a
new
methodology
in
such
a
way
that
he
can
develop
learning
strategies
based
on
the
use
of
technological
resources
to
meet
the
achievement
of
the
objectives
proposed
in
education
[6].
T
h
e
e
v
o
l
v
i
n
g
t
e
c
h
n
o
l
o
g
y
o
f
t
h
e
2
1
s
t
c
e
n
t
u
r
y
r
e
q
u
i
r
e
s
c
o
n
t
i
n
u
o
u
s
t
r
a
i
n
i
n
g
i
n
W
e
b
2
.
0
t
o
o
l
s
.
I
n
t
h
i
s
s
e
n
s
e
,
i
t
i
s
very
important
to
be
innovative
to
capture
the
attention
of
students
and
to
be
able
to
build
meaningful
learning
that
allows
them
to
develop
their
language
skills
and
abilities
to
function
in
a
new
society.
Developing
t
h
e
h
a
b
i
t
o
f
r
e
a
d
i
n
g
i
n
t
h
e
e
d
u
c
a
t
i
o
n
p
r
o
c
e
s
s
i
s
f
u
n
d
a
m
e
n
t
a
l
.
T
h
e
s
t
u
d
e
n
t
m
u
s
t
b
e
p
e
r
m
a
n
e
n
t
l
y
i
n
d
u
c
e
d
i
n
the
proper
use
of
technological
resources
to
achieve
scientific
training
and
thus
can
become
a
research,
creative,
and
critical
entity,
that
is
to
say,
achieve
the
practical
training
of
competent,
visionary,
and
evolutionary
professionals.
Transforming
education
is
the
duty
of
every
teacher,
and
fulfilling
educational
purposes
is
an
institutional
mandatory.
This
research
aims
to
apply
didactic
strategies
with
a
Web
2.0
digital
tool
to
develop
the
habit
of
reading
in
h
i
g
h
s
c
h
o
o
l
s
t
u
d
e
n
t
s
.
F
o
r
t
h
i
s
,
t
h
e
t
e
a
c
h
i
n
g
-
l
e
a
r
n
i
n
g
p
r
o
c
e
s
s
o
f
f
o
r
e
i
g
n
l
a
n
g
u
a
g
e
s
i
s
e
s
t
a
b
l
i
s
h
e
d
a
s
a
n
o
b
j
e
c
t
o
f
study,
and
the
development
of
the
reading
habit
is
delimited
as
a
field
of
action.
II. DEVELOPMENT
Currently,
different
technological
tools
allow
students
to
interact
with
their
environment.
Adequate
education
in
managing
the
different
constantly
updated
applications
will
lead
to
the
acquisition
of
new
learning
that
will
allow
access
to
these
tools,
achieving
the
development
of
the
student's
cognitive
skills
and
the
goals
set
in
education.
The
new
educational
model
requires
the
application
of
methodologies
and
techniques
that
allow
motivating
the
student
in
their
intellectual
self-enrichment,
in
the
self-discipline
of
daily
reading
to
develop
intellectual
abilities
and
achieve
an
expressive
language
that
allows
them
to
develop
as
upright
professionals
contributing
significantly
to
the
progress
of
the
community
[6].
The
new
technologies
allow
access
to
all
information
for
the
self-education
of
a
young
person
or
adolescent.
Digital
reading
involves
the
development
of
perceptive,
associative,
and
reactive
abilities
in
the
face
of
various
events
presented
in
pages
linked
to
each
other,
a
world
full
of
information
whose
access
allows
the
teacher
to
interact
with
the
student,
capture
the
attention,
and
achieve
a
relevant
inter-learning.
As
a
model
of
interpretation
of
reality,
science
allows
training
more
critical,
reflective,
and
responsible
human
beings
to
understand
and
question
the
world
around
them.
Virtual
platforms
are
intended
to
educate
the
student
about
digital
culture,
and
the
proper
use
of
websites
will
allow
creative
learning
that
entails
double
[3].
A.
Didactic
strategies
to
strengthen
pedagogical
processes
It
indicates
that
they
are
procedures
that
the
teaching
agent
uses
reflectively
and
flexibly
to
promote
significant
learning
achievement
in
students.
Didactic
strategies
are
based
on
methodological
principles
as
hallmarks
of
specific
educational
performance.
They
are
those
actions
that
characterize
them
and
allow
them
to
be
differentiated
from
other
actions,
depending
on
the
moment
in
which
the
teaching-learning
process
of
the
group
class
they
are
directed
is
found
[7].
9
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:
2
5
4
2
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3
4
0
1
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I
S
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-
P
:
1
3
1
6
-
4
8
2
1
Universidad,
Ciencia
y
Tecnología,
Vol.
27,
Núm.
118,
(pp.
7-16)
Matute C.
et al.
The Reading habit as a strength in learning foreign languages
The
concept
of
didactic
strategies
involves
selecting
activities
and
pedagogical
practices
in
different
formative
m
o
m
e
n
t
s
,
m
e
t
h
o
d
s
,
a
n
d
r
e
s
o
u
r
c
e
s
i
n
t
h
e
T
e
a
c
h
i
n
g
-
L
e
a
r
n
i
n
g
p
r
o
c
e
s
s
e
s
[
8
]
.
D
i
d
a
c
t
i
c
s
t
r
a
t
e
g
i
e
s
c
o
n
t
e
m
p
l
a
t
e
learning
strategies
and
teaching
strategies.
For
this
reason,
it
is
essential
to
define
each
one.
Learning
strategies
consist
of
a
procedure
or
set
of
steps
or
skills
that
a
student
acquires
and
uses
intentionally
as
a
flexible
tool
to
learn
meaningfully
and
solve
academic
problems
and
demands.
On
the
other
hand,
the
teaching
strategies
are
all
those
aids
proposed
by
the
teacher,
which
are
provided
to
the
student
to
facilitate
d
e
e
p
e
r
i
n
f
o
r
m
a
t
i
o
n
p
r
o
c
e
s
s
i
n
g
[
9
]
.
"
D
i
d
a
c
t
i
c
s
i
s
t
h
e
a
r
t
o
f
t
e
a
c
h
i
n
g
.
A
s
s
u
c
h
,
i
t
i
s
a
d
i
s
c
i
p
l
i
n
e
o
f
p
e
d
a
g
o
g
y
,
registered
in
the
educational
sciences,
which
is
in
charge
of
the
study
and
intervention
in
the
teaching-learning
p
r
o
c
e
s
s
"
[
1
0
]
.
That
didactics
is
a
pedagogical
science.
As
part,
it
studies
and
elaborates
on
the
elements
and
methods
necessary
to
implement
pedagogical
theories.
In
this
sense
[11],
didactics
has
two
expressions:
theoretical
and
practical.
At
an
academic
level,
didactics
studies,
analyzes,
describes,
and
explains
the
teaching-learning
process
to
generate
knowledge
about
educational
methods
and
postulate
the
rules
and
principles
that
c
o
n
s
t
i
t
u
t
e
a
n
d
g
u
i
d
e
t
h
e
t
h
e
o
r
y
o
f
t
e
a
c
h
i
n
g
.
I
n
m
o
r
e
t
e
c
h
n
i
c
a
l
t
e
r
m
s
,
d
i
d
a
c
t
i
c
s
i
s
t
h
e
b
r
a
n
c
h
o
f
P
e
d
a
g
o
g
y
t
h
a
t
is
in
charge
of
finding
methods
and
techniques
to
improve
education
and
defining
the
guidelines
to
ensure
that
knowledge
reaches
the
educated
more
effectively
[7].
Experts
say
that
didactics
is
understood
as
a
discipline
of
a
scientific-pedagogical
nature
that
focuses
on
each
of
the
stages
of
learning.
In
other
words,
it
is
the
branch
of
pedagogy
that
allows
approaching,
analyzing,
and
designing
the
schemes
and
plans
destined
to
capture
the
bases
of
each
pedagogical
theory.
This
discipline,
which
establishes
the
principles
of
education
and
serves
teachers
when
selecting
and
developing
content,
pursues
the
purpose
of
ordering
and
supporting
the
teaching
models
and
the
learning
plan.
The
teaching
circumstance
for
which
specific
elements
are
needed
is
called
a
didactic
act:
the
teacher
(who
teaches),
the
student
(who
learns),
and
the
learning
context.
Regarding
the
qualification
of
didactics,
it
can
be
understood
in
different
ways:
exclusively
as
a
technique,
as
an
applied
science,
simply
as
a
theory,
or
as
a
basic
science
of
instruction.
The
didactic
models,
for
their
part,
can
be
characterized
by
a
theoretical
profile
(descriptive,
explanatory,
and
predictive)
or
technological
(prescriptive
and
normative).
It
should
be
noted
that,
throughout
history,
education
has
progressed,
and
within
the
framework
of
these
advances,
didactic
references
have
been
modernized.
On
a
practical
level,
for
its
part,
didactics
works
as
applied
science
since,
on
the
one
hand,
it
uses
teaching
theories.
At
the
same
time,
on
the
other,
it
intervenes
in
the
educational
process
by
proposing
models,
methods,
and
techniques
that
optimize
the
operations
of
teaching-learning
[12].
The
task
of
teaching
is
a
profession
with
eminently
social
purposes.
It
is
the
one
that
offers
more
significant
and
better
opportunities
to
benefit
others,
for
which
reason
teaching
implies
a
great
responsibility
as
well
as
great
importance
since
education
plays
a
fundamental
role
in
the
production
and
direction
of
change
at
this
moment
in
the
history
of
the
country.
The
teacher
must
know
the
didactic
implications
of
the
epistemological
nature
of
his
discipline.
When
the
teacher
clearly
distinguishes
the
different
ways
of
learning,
the
student
will
be
able
to
do
so.
The
educator's
clarity
of
these
aspects
will
be
perceived
in
his
methodological
strategies;
through
them,
the
student
can
make
the
distinctions
and
syntheses
necessary
for
a
clear
understanding
[9].
B.
Importance
of
reading
for
learning
The
etymological
meaning
of
reading
originates
in
the
Latin
verb
legere
.
It
becomes
very
revealing
because
it
connotes
collecting,
harvesting,
and
acquiring
fruit.
Reading
is
an
act
by
which
meaning
is
given
to
facts,
things,
and
phenomena
and
through
which
an
encrypted
message
is
also
revealed,
be
it
a
map,
a
graph,
or
a
text.
In
this
way,
it
comes
to
be
a
response
to
the
concern
to
know
reality,
but
it
is
also
the
interest
to
know
ourselves,
all
to
deal
with
the
messages
in
all
kinds
of
materials.
10
ISSN-E:
2542-3401,
ISSN-P:
1316-4821
Universidad,
Ciencia
y
Tecnología,
V
o
l
.
2
7
,
N
ú
m
.
1
1
8
,
(
p
p
.
7
-
1
6
)
Matute C.
et al.
The Reading habit as a strength in learning foreign languages
In
communication,
reading
becomes
an
act
of
harmony
between
an
encrypted
message
of
signs
and
man's
inner
world;
it
is
to
become
the
recipient
of
an
emission
of
symbols
made
in
almost
unpredictable
times
and
places,
remote
or
close.
Still,
at
the
same
time,
it
is
to
make
something
very
personal
emerge,
making
it
p
o
s
s
i
b
l
e
f
o
r
t
h
e
i
d
e
n
t
i
t
y
t
h
a
t
i
s
c
o
n
g
e
n
i
t
a
l
t
o
u
s
t
o
e
m
e
r
g
e
f
r
o
m
t
h
e
d
e
p
t
h
s
o
f
o
u
r
b
e
i
n
g
.
R
e
a
d
i
n
g
i
s
a
p
r
o
c
e
s
s
o
f
i
n
t
e
r
a
c
t
i
o
n
b
e
t
w
e
e
n
t
h
e
r
e
a
d
e
r
a
n
d
t
h
e
t
e
x
t
,
a
p
r
o
c
e
s
s
b
y
w
h
i
c
h
t
h
e
f
o
r
m
e
r
t
r
i
e
s
t
o
satisfy
the
objectives
that
guide
the
reading.
Reading
is
entering
into
communication
with
the
great
thinkers
of
all
time.
Reading
is
establishing
a
dialogue
with
the
author,
understanding
his
thoughts,
discovering
his
purposes,
asking
questions,
and
trying
to
find
the
answers
in
the
text.
Reading
is
also
relating,
criticizing,
or
overcoming
the
ideas
expressed;
it
does
not
imply
tacitly
accepting
any
proposition
but
requires
that
the
p
e
r
s
o
n
w
h
o
i
s
g
o
i
n
g
t
o
a
t
t
a
c
k
o
r
o
f
f
e
r
a
n
o
t
h
e
r
a
l
t
e
r
n
a
t
i
v
e
f
u
l
l
y
u
n
d
e
r
s
t
a
n
d
w
h
a
t
i
s
b
e
i
n
g
v
a
l
u
e
d
o
r
q
u
e
s
t
i
o
n
e
d
.
The
effectiveness
of
reading
depends
on
these
two
aspects
being
sufficiently
developed.
This
has
some
consequences:
1)
The
active
reader
is
the
one
who
processes
and
examines
the
text;
2)
Interpretation
of
what
is
read,
the
meaning
of
the
text
is
constructed
by
the
reader
[13].
Reading
is
characterized
by
translating
symbols
or
letters
into
words
and
phrases
that
have
meaning
for
a
person.
Once
the
emblem
is
deciphered,
it
is
reproduced.
Thus,
the
first
phase
of
learning
to
read
is
linked
to
writing.
The
ultimate
goal
of
reading
is
to
m
a
k
e
i
t
p
o
s
s
i
b
l
e
t
o
u
n
d
e
r
s
t
a
n
d
w
r
i
t
t
e
n
m
a
t
e
r
i
a
l
s
,
e
v
a
l
u
a
t
e
t
h
e
m
,
a
n
d
u
s
e
t
h
e
m
f
o
r
o
u
r
n
e
e
d
s
.
C
.
T
e
c
h
n
o
l
o
g
y
a
s
s
u
p
p
o
r
t
f
o
r
t
h
e
d
e
v
e
l
o
p
m
e
n
t
o
f
t
h
e
r
e
a
d
i
n
g
h
a
b
i
t
Technological
development
has
affected
all
activities
of
the
society.
Society
has
never
been
as
articulated
as
it
is
today
around
technologies,
domestically,
culturally,
politically,
and
socially,
without
forgetting
the
impact
it
has
had
on
education.
These
technological
changes
have
impacted
all
walks
of
life
[14].
Regarding
the
processing
of
information.
[15]
it
has
generated
changes
in
two
ways;
on
the
one
hand,
in
the
diversification
of
information
supports,
new
information
supports
are
being
developed
more
and
more
quickly,
and
others
remain
in
disuse,
which
not
only
generates
a
problem
in
terms
of
the
migration
of
supports
so
as
not
to
lose
information,
but
also
the
adequacy
of
the
guidelines
and
standards
to
process
the
information
in
the
new
supports.
On
the
other
hand,
technological
development
directly
affects
the
tools
and
instruments
available
to
teachers
to
process
the
information
contained
in
the
different
supports.
The
bibliographic
records
and
data
found
in
the
texts
have
undergone
a
deep
and
constant
evolution
along
with
technological
development
[15].
Web
2.0
implies
collaboration,
networking,
links
related
to
shared
interests,
and
social
networks.
The
wealth
and
educational
possibilities
that
open
up
are
enormous,
so
it
is
interesting
to
analyze
the
main
educational
applications
of
Web
2.0
technologies
that
could
support
education,
specifically
for
developing
reading
habits
[16].
There
are
countless
representative
applications
of
these
tools.
The
most
used
currently
in
this
environment
are
blogs,
wikis,
and
social
networks,
although,
in
this
study,
we
work
with
two:
blogs
and
wikis.
The
reason
for
choosing
it
is
the
potential
they
present
as
tools
of
the
constructivist
model
for
student
learning
[17].
Although
indeed,
the
habitual
use
of
such
devices
does
not
make
their
theoretical
analysis
essential,
it
is
just
as
accurate
that
when
you
want
to
face
their
use
in
certain
contexts,
in
this
specific
case
in
education,
it
is
necessary
to
know
what
you
are
talking
about,
what
characteristics
it
responds
to
in
social
terms
to
address
its
historical
evolution,
the
technological
framework
where
they
are
born
and
develop,
and
their
technical,
educational
or
didactic
characteristics,
to
assess
their
implications
in
the
teaching-learning
process.
The
Web
provides
a
medium
for
collaboration,
social
dialogue,
interaction,
and
communication,
where
students
can
learn
formally
and
informally
through
interactions
with
other
students.
Accessibility,
flexibility,
and
self-directed
learning
can
lead
to
new
ways
of
learning.
Yet,
these
possibilities
raise
essential
questions
and
challenges
for
teachers
[18].
Therefore,
the
activities
require
a
reflection
on
the
part
of
the
teaching
staff
on
the
functional
nature
and
the
significance
of
the
learning
they
intend
to
develop.
11
I
S
S
N
-
E
:
2
5
4
2
-
3
4
0
1
,
I
S
S
N
-
P
:
1
3
1
6
-
4
8
2
1
Universidad,
Ciencia
y
Tecnología,
V
o
l
.
2
7
,
N
ú
m
.
1
1
8
,
(
p
p
.
7
-
1
6
)
Matute C.
et al.
The Reading habit as a strength in learning foreign languages
12
S
u
p
p
o
s
e
w
e
u
n
d
e
r
s
t
a
n
d
l
e
a
r
n
i
n
g
a
c
t
i
v
i
t
i
e
s
a
s
a
c
t
i
v
e
a
n
d
o
r
d
e
r
l
y
w
a
y
s
o
f
c
a
r
r
y
i
n
g
o
u
t
l
e
a
r
n
i
n
g
e
x
p
e
r
i
e
n
c
e
s
that
include
everything
from
the
prior
knowledge
that
every
student
possesses
to
the
assessment
of
acquired
skills.
In
that
case,
they
become
a
teaching
strategy,
but
also
a
learning,
for
which
they
must
be
well
planned
and,
why
not,
subject
to
the
viability
of
the
technological
tools
available.
The
relationship
between
technology
and
pedagogy
is
complex
and
symbiotic.
Faced
with
the
perspective
"they
are
only
tools"
in
certain
educational
circles,
the
perspective
of
"they
are
nothing
less
than
tools"
is
preferred,
with
which
human
beings
transform
the
world
and,
in
doing
so,
transform
themselves.
Technology
and
pedagogy
influence
each
other.
Technology
shapes
educational
practice
by
offering
possibilities
and
limitations
teachers
must
know
how
to
“see.”
Educational
practice
shapes
the
use
and
implementation
of
technology,
evolves
it,
and
makes
it
an
inseparable
part
of
the
practice
[19].
It
is
impossible
to
abstract
from
t
h
e
u
n
d
e
r
l
y
i
n
g
t
e
c
h
n
o
l
o
g
i
e
s
w
h
e
n
t
a
l
k
i
n
g
a
b
o
u
t
t
h
e
a
p
p
l
i
c
a
t
i
o
n
s
t
h
a
t
u
s
e
t
h
e
m
.
T
h
e
t
e
r
m
"
e
m
e
r
g
i
n
g
technologies"
has
been
coined
to
define
those
technologies
that
are
not
yet
widespread
and
used,
whose
impact
is
incipient
but
which
generate
great
expectations.
Technologies
and
uses
that
will
be
important
in
the
future
have
been
referenced,
constituting
almost
a
genre
within
what
could
be
called
“futuristic”
reports
on
education
and
ICTs.
The
ideas
that
make
up
this
definition
can
be
understood
as
applicable
to
tools
(hardware
and
software)
and
their
use
in
Teaching-Learning
processes
[19].
Many
opinions
consider
interesting
the
use
of
the
Internet
in
the
teaching
field,
and
it
is
even
possible
to
highlight
good
proposals
for
the
preparation
of
Teaching-Learning
activities
in
the
classroom.
Web
2.0
offers
new
functionalities
that
make
it
possible
to
speak
of
the
internet
as
a
great
source
of
resources
and
a
platform
for
working
with
those
resources.
The
challenge
faced
with
so
many
possibilities
is
to
know
how
to
choose
the
most
appropriate
one
for
the
desired
purpose
and
the
age
group
the
teacher
is
targeting.
Still,
since
the
I
n
t
e
r
n
e
t
e
n
v
i
r
o
n
m
e
n
t
i
s
s
i
m
i
l
a
r
t
o
t
h
e
n
a
t
u
r
a
l
e
n
v
i
r
o
n
m
e
n
t
,
i
t
s
h
o
u
l
d
b
e
f
i
n
e
t
o
f
i
n
d
a
s
u
i
t
a
b
l
e
a
c
t
i
v
i
t
y
[
2
0
]
.
L
i
k
e
any
other
didactic
resource,
ICTs
enable
the
development
and
implementation
of
different
learning
tasks
of
a
diverse
nature,
being
able
to
carry
out
activities
such
as
[21]:
1)
search,
select,
and
analyze
information
on
the
internet
with
a
determined
purpose;
2)
acquire
skills
and
abilities
to
manage
different
technological
tools
and
resources
(manage
software,
manage
an
operating
system,
among
others);
3)
complete
and
carry
out
different
learning
tasks
(write
written
texts,
prepare
multimedia
presentations,
solve
exercises
and
online
games,
develop
work
projects,
publicly
present
work,
communicate
and
work
collaboratively
-blogs,
wikis,
social
networks,
forums,
express
themselves
and
disseminate
ideas
and
work,
etc.).
Using
these
tools,
the
teacher
can
assess
the
final
result
of
the
work
and
the
cooperative
skills
and
abilities
of
the
group
members.
Spending
ten
minutes
per
work
group
is
enough
to
check
how
they
have
carried
out
the
planning,
coordination,
and
materials,
among
others.
We
have
everything
online,
so
it
is
easy
to
follow
up
and
participate
in
group
work
[22].
The
vision
is
that
personalization,
collaboration,
and
informal
learning
will
be
at
the
core
of
learning
in
the
future.
These
terms
are
not
new
to
education
or
training,
but
they
will
become
the
guiding
principle
for
educational
organizations.
The
opinion
of
the
experts
underlines
and
confirms
that
in
the
next
fifteen
years,
the
learning
strategies
will
be:
personalized,
tailored,
and
directed;
collaborative
and
networked;
and
informal
and
flexible.
ICTs
will
play
an
essential
role
in
facilitating
lifelong
learning
opportunities
as
a
range
of
sophisticated
and
adaptive
learning
tools,
and
programs
will
become
available,
making
it
easier
for
people
to
improve
their
skills
and
boost
their
careers
[23].
Web
2.0
marks
a
dividing
line
regarding
a
significant
change
in
practices.
Several
factors
contribute
to
this
change,
such
as
advances
in
technological
infrastructure;
increased
Internet
and
broadband
adoption;
and
friendlier
interfaces
for
browsing,
filing,
communicating,
and
collaborating
on
the
Web.
All
of
them
have
contributed
to
broadening
user
access
and
participation.
In
OECD
countries,
web
services
are
progressively
cheaper,
faster,
and
increasingly
based
on
wireless
technologies.
Similar
advances
have
matched
access
and
speed
in
software
development
and
data
management.
Common
browsers
have
become
more
versatile,
allowing
a
wide
range
of
user
interactions
and
interoperability
with
numerous
desktop
applications
[24].
ISSN-E:
2542-3401,
ISSN-P:
1316-4821
Universidad,
Ciencia
y
Tecnología,
V
o
l
.
2
7
,
N
ú
m
.
1
1
8
,
(
p
p
.
7
-
1
6
)
Matute C.
et al.
The Reading habit as a strength in learning foreign languages
13
III.
METHODOLOGY
T
h
i
s
r
e
s
e
a
r
c
h
i
s
c
o
n
s
i
d
e
r
e
d
i
n
a
q
u
a
l
i
t
a
t
i
v
e
a
n
d
q
u
a
n
t
i
t
a
t
i
v
e
a
p
p
r
o
a
c
h
f
r
o
m
w
h
i
c
h
i
n
f
o
r
m
a
t
i
o
n
i
s
o
b
t
a
i
n
e
d
through
resources
such
as
interviews,
surveys,
and
observations
that
support
the
strengths
or
deficiencies
that
students
have
in
terms
of
reading
skills
and
the
use
of
technological
tools
for
this
purpose
and
thus
have
a
holistic
vision
of
the
problem
to
be
investigated.
In
this
regard,
it
is
considered
that
"the
qualitative
approach
uses
the
collection
and
analysis
of
data
to
refine
the
research
questions
or
reveal
new
questions
in
the
interpretation
process"
[25].
The
research
is
documentary
and
field,
and
the
theoretical
information
was
obtained
from
specialized
bibliography:
books,
brochures,
magazines,
and
indexed
articles.
The
field
research
is
supported
by
surveys,
as
well
as
interviews,
which
were
carried
out
in
the
educational
institution,
for
which
there
was
the
support
of
the
t
e
a
c
h
e
r
w
h
o
g
u
i
d
e
d
t
h
e
s
t
u
d
e
n
t
s
a
n
d
p
a
r
e
n
t
s
f
o
r
t
h
e
e
x
c
e
l
l
e
n
t
c
o
l
l
e
c
t
i
o
n
o
f
i
n
f
o
r
m
a
t
i
o
n
.
T
h
e
d
o
c
u
m
e
n
t
a
r
y
research
allowed
the
bibliographic
compilation
and
the
postulations
of
several
essential
authors
to
argue
the
study;
references
were
taken
from
books,
journals,
magazines,
etc.,
which
allowed
us
to
conceptualize
the
phenomena
and
facts
and
thus
establish
the
criteria
of
analysis
and
the
solutions.
It
is
also
a
constructivist
investigation
since
it
will
enable
those
involved
to
be
the
creators
of
their
knowledge,
motivating
their
self-
preparation
based
on
their
cognitive
needs.
The
methods
that
were
used
in
the
development
of
the
investigation
are
the
theoretical
methods:
the
induction-deduction
way
is
an
analytical-synthetic
process
through
which
the
study
of
a
particular
fact
will
start
to
arrive
at
the
discovery
of
a
principle,
this
method
follows
the
following
steps:
observation,
experimentation,
comparison,
abstraction
and
generalization
[26].
On
the
other
hand,
the
quantitative
approach
is
based
on
established
knowledge,
that
means,
from
a
theory
from
which
it
extracts
specific
explanations
about
facts
or
situations
that
are
intended
to
be
verified
[27].
From
this
perspective,
this
method
is
analytical
and
positivist,
always
based
on
the
numbers
or
amounts
of
data
collected,
which
allows
for
generating
a
field
investigation
[28].
In
this
sense,
it
is
considered
a
central
part
of
the
data
collection
of
the
reading
habit.
Furthermore,
the
statistical
percentage
helps
to
establish
precise
data
before
the
information
is
collected,
estimating
to
analyze
the
level
of
the
reading
habits
that
the
students
present,
allowing
to
have
a
clear
and
readable
picture
of
what
happens
through
the
process.
IV.
RESULTS
AND
DISCUSSION
Based
on
the
proposed
hypothesis,
it
is
established
that
ICTs
will
not
solve
any
learning
situation,
but,
obviously,
by
adopting
new
pedagogical
approaches,
such
as
the
use
of
Web
2.0
digital
tools,
they
allow
interaction
by
playing
new
roles
for
both
the
teacher
and
the
students
in
different
inputs
such
as
autonomous,
collaborative,
critical,
creative
work,
personal
expression,
sharing
resources,
creating
knowledge
and
above
all
learning
based
on
their
own
experiences
and
interests.
Furthermore,
applying
resources
such
as
Web
2.0
provides
highly
accessible
environments
where
teachers
and
students
can
reflect
on
educational
settings
by
creating,
designing,
and
sharing
resources
through
individual
or
collective
contributions
that
enrich
teacher
learning
and
practice.
Based
on
the
research
objective,
relevant
results
are
obtained
on
the
importance
of
developing
and
implementing
didactic
strategies
for
developing
and
improving
reading
skills
at
school.
Furthermore,
even
though
the
research
was
directed
to
the
second
year
of
high
school,
these
same
strategies
can
be
applied
at
different
educational
levels
since
it
uses
student
domain
tools
such
as
social
networks,
E-learning
platforms,
blogs,
Wikis,
and
Postcards,
among
others.
The
technological
means
currently
used
in
the
educational
field
offer
various
purposes,
academically,
culturally,
and
socially,
as
part
of
the
individual's
interaction.
For
example,
resources
such
as
cell
phones,
tablets,
and
computers
allow
teachers
and
students
to
develop
activities
during
and
after
class.
That
is,
they
are
created
during
the
personalized
tutoring
of
the
decent
and
the
tutoring
of
professionals
on
the
web.
This
condition
allows
the
student
to
investigate,
compare,
contrast,
and
learn
from
different
sources,
reaffirming
knowledge.
ISSN-E:
2542-3401,
ISSN-P:
1316-4821
U
n
i
v
e
r
s
i
d
a
d
,
C
i
e
n
c
i
a
y
T
e
c
n
o
l
o
g
í
a
,
Vol.
27,
Núm.
118,
(pp.
7-16)
Matute C.
et al.
The Reading habit as a strength in learning foreign languages
14
The
accessibility
of
the
resources
and
information
on
the
Web
encourages
the
investigative
interest
of
the
student,
who
naturally
develops
reading
habits
in
the
search
for
content,
analysis,
simplification
of
information,
a
n
d
p
r
o
d
u
c
t
i
o
n
o
f
n
e
w
k
n
o
w
l
e
d
g
e
.
U
n
d
e
r
t
h
e
s
e
p
r
e
m
i
s
e
s
,
t
h
e
s
t
u
d
e
n
t
d
e
v
e
l
o
p
s
s
k
i
l
l
s
s
u
c
h
a
s
a
n
a
l
y
s
i
s
a
n
d
content
support
that
allow
them
to
abstract
specific
details
according
to
the
purpose
of
the
study.
It
is
worth
mentioning
that
years
ago,
this
activity
was
carried
out
strictly
with
physical
texts
through
the
library
and
that
in
recent
years
it
has
been
replaced
by
computerized
management
through
the
Web.
Based
on
interviews
conducted
with
teachers
in
the
area
of
Language
and
Literature
and
as
experts
on
the
subject
and
the
development
of
reading
habits,
it
is
synthesized
that
high
school
students
do
not
carry
out
reading
activities
voluntarily
but
rather
as
an
obligation
or
academic
requirement
to
pass
a
particular
subject.
This
activity
incurs
memorization
processes,
which
means
the
student
does
not
reflect,
assume
or
contrast
information
for
his
learning.
On
the
contrary,
he
develops
unidirectional
thinking
behaviors
that,
by
not
being
reflective,
he
will
forget
the
manipulated
data
in
the
short
term.
This
is
one
of
the
primary
deficiencies
the
educational
system
has
with
young
people
who
need
more
knowledge
and
cannot
substantiate,
argue
or
defend
criteria
on
a
particular
topic.
However,
there
are
difficulties
regarding
applying
technological
tools
to
develop
skills
such
as
reading.
This
is
because
digital
divides
continue
to
be
a
sad
reality
in
society.
The
low
economic
income
in
the
homes,
the
secondary
education,
the
lack
of
adequate
infrastructure
in
the
educational
establishments,
the
deficient
c
o
m
p
u
t
e
r
m
a
n
a
g
e
m
e
n
t
i
n
t
e
a
c
h
e
r
s
,
a
n
d
e
v
e
n
s
p
e
c
i
f
i
c
g
e
o
g
r
a
p
h
i
c
a
l
b
a
r
r
i
e
r
s
i
n
d
i
f
f
e
r
e
n
t
s
e
c
t
o
r
s
l
i
m
i
t
o
r
m
a
k
e
communication
through
the
Web
impossible.
Moreover,
the
current
emerging
educational
model
caused
by
the
Covid-19
pandemic
exposed
the
severe
problems
of
education
in
a
digital
environment
because
e
d
u
c
a
t
i
o
n
a
l
s
y
s
t
e
m
s
h
a
v
e
y
e
t
t
o
e
v
o
l
v
e
h
a
n
d
i
n
h
a
n
d
w
i
t
h
c
o
m
p
u
t
e
r
i
z
e
d
e
n
v
i
r
o
n
m
e
n
t
s
.
Based
on
the
surveys
applied
to
the
students,
the
following
can
be
interpreted.
The
activities
or
contents
developed
within
the
class
are
not
on
the
student's
cognitive,
communicative,
or
social
interests.
Much
of
the
information
in
school
textbooks
is
considered
difficult
to
understand
and,
in
some
cases,
absurd
content
since
they
need
help
finding
a
way
to
apply
it
in
their
environment.
Students
show
great
interest
in
being
part
of
a
didactic
strategy
that
changes
the
traditional
paradigms
of
education
towards
digital
education,
promoting
the
habit
of
reading
based
on
texts,
documents,
and
information
that
arouses
their
interest.
Given
this,
using
E-learning
platforms
as
part
of
Web
2.0
means
that
the
student
can
use
websites
as
if
they
were
an
application
or
programs
in
which
they
will
have
access
to
a
user
and
an
account
to
develop
individual
and
cooperative
activities
associated
with
different
subjects.
In
other
words,
each
student
can
analyze
texts
or
contents
individually
and
then
be
exposed
to
group
criteria,
ideas,
or
perceptions.
This
not
only
generates
the
development
of
the
reading
habit
but
also
promotes
communicative
practice
as
a
social
need
to
interact
with
the
environment.
CONCLUSIONS
Students
are
constantly
exposed
to
reading
through
school
books
and
information
that
teachers
constantly
share.
However,
there
needs
to
be
an
agreed
analysis
on
the
quality
of
shared
information
or
the
purpose
for
which
said
content
is
studied.
This
is
because
students'
time
to
read
is
limited,
so
it
must
be
strengthened
as
a
communicative
activity
from
home.
It
has
yet
to
be
strengthened
as
a
reading
habit
at
school
or
home.
In
this
context,
the
reading
habit
is
partially
distanced
from
the
educational
purposes
that
the
national
curriculum
contemplates
for
the
mastery
of
learning.
For
this,
it
is
essential
to
take
advantage
of
the
opportunity
for
students
to
interact
with
digital
media
and
resources
constantly.
Still,
it
does
not
mean
that
they
are
pedagogically
prepared
to
direct
the
use
of
these
media
toward
learning.
It
is
in
this
space
where
innovative
teaching
action
should
be
focused.
ISSN-E:
2542-3401,
ISSN-P:
1316-4821
Universidad,
Ciencia
y
Tecnología,
Vol.
27,
Núm.
118,
(pp.
7-16)
Matute C.
et al.
The Reading habit as a strength in learning foreign languages
15
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a
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r
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ISSN-E:
2542-3401,
ISSN-P:
1316-4821
Universidad,
Ciencia
y
Tecnología,
Vol.
27,
Núm.
118,
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16
LOS AUTORES
George
Robert
Matute
Castro,
Teacher
at
Universidad
Estatal
del
Sur
de
Manabí.
Teacher
at
the
Quince
de
Octubre
Educational
Unit,
with
a
scholarship
from
the
Ministry
of
Education,
"Go,
Teacher."
Researcher,
teacher,
and
author
of
scientific
articles
published
in
indexed
journals.
J
e
n
n
i
f
e
r
V
a
l
e
r
i
a
M
a
c
í
a
s
S
o
l
ó
r
z
a
n
o
,
T
e
a
c
h
e
r
a
t
t
h
e
U
n
i
v
e
r
s
i
d
a
d
E
s
t
a
t
a
l
d
e
l
S
u
r
d
e
Manabí.
Teacher
at
the
Manuel
Inocencio
Parrales
I
Guale
Educational
Unit,
Teacher
with
a
scholarship
from
the
Ministry
of
Education
"Go,
Teacher".
Researcher
teacher
and
author
of
scientific
articles
published
in
indexed
journals.
Rudy
Jonathan
Párraga
Solórzano,
Bachelor
of
Science
in
Education,
mentions
English,
Italian
and
Spanish
with
a
Master
in
Teaching
English
as
a
Foreign
Language.
D.
Candidate
in
Education
at
the
Universidad
Nacional
del
Rosario
Argentina.
Teacher
at
t
h
e
P
e
n
i
n
s
u
l
a
d
e
S
a
n
t
a
E
l
e
n
a
S
t
a
t
e
U
n
i
v
e
r
s
i
t
y
i
n
t
h
e
c
a
r
e
e
r
o
f
P
e
d
a
g
o
g
y
o
f
N
a
t
i
o
n
a
l
and
Foreign
Languages.
ISSN-E:
2542-3401,
ISSN-P:
1316-4821
Universidad,
Ciencia
y
Tecnología,
Vol.
27,
Núm.
118,
(pp.
7-16)
José
Oswaldo
Tigua
Anzules,
Engineer
in
Ecotourism,
Master
in
English
Language
Teaching.
Teacher
at
the
Universidad
Estatal
del
Sur
de
Manabí.
Teacher
at
the
Quince
de
Octubre
Educational
Unit,
with
a
scholarship
from
the
Ministry
of
Education
"Go
Teacher."
Researcher,
teacher,
and
author
of
scientific
articles.
Matute C.
et al.
The Reading habit as a strength in learning foreign languages