Teaching strategies with digital narratives: a pedagogical proposal to strengthen reading comprehension and oral expression in secondary school students
DOI:
https://doi.org/10.70577/asce.v4i4.497Keywords:
Digital Narratives; Reading Comprehension; Oral Expression; Podcasts; Digital Comics.Abstract
In secondary education, reading comprehension and oral expression are fundamental skills that must be strengthened in today's students, considering the context and digital environment in which they develop and the demands for knowledge of new forms of multimodal literacy. The objective of this research was to compare traditional strategies with the use of teaching strategies proposed by the constructivist approach in the development of communication skills in 11th-grade students. The research took a sociocritical approach with participatory action as its methodology. Diagnostic instruments (questionnaires and oral recordings) were applied to evaluate traditional strategies, and the intervention phase was developed with structured activities that consisted of the creation of a thematic podcast and digital comics, which were subsequently evaluated. The results of the initial diagnosis showed an average level of proficiency in comprehension, inference, and discursive coherence, while, after the application of digital strategies, significant improvements were observed in the number of students with high performance, both in oral expression and reading. This demonstrates the positive impact of integrating digital narrative resources into the classroom, highlighting the progress made in argumentative skills, the use of connectors, and the logical structuring of discourse. This study concludes that digital narratives energize the teaching-learning process and strengthen the communication skills essential to the comprehensive education of students. Using digital narratives represents a viable alternative for transforming traditional teaching practices and employing tools that promote the critical and creative use of technology.
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