Digital Narratives in the Exercise of Students’ Reading Comprehension
DOI:
https://doi.org/10.56200/mried.v4i1.11311Keywords:
digital narratives, reading comprehension, teachers’ perceptionsAbstract
The aim of this study was to analyze the perceptions of teachers from educational institutions in Quito regarding the application of digital narratives in the exercise of reading comprehension. The research followed a qualitative descriptive approach, with a non-probabilistic convenience sample consisting of fifteen Language and Literature teachers with at least two years of professional experience in teaching reading. The instrument used was a semi-structured interview with twelve open-ended questions, designed and validated with a content validity index of 0.87 through expert judgment. The interviews, conducted in March 2025, were transcribed verbatim and analyzed in Atlas.ti 23 following the phases of open, axial, and selective coding. The findings revealed four central categories: student motivation, curricular integration, technological limitations, and teacher training. Participants acknowledged that digital narratives increase students’ interest and participation, but also pointed out obstacles related to lack of devices, poor connectivity, and limited training. It is concluded that digital narratives represent an innovative pedagogical strategy to strengthen reading comprehension, although their effective implementation depends on institutional, curricular, and teacher training conditions.
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Copyright (c) 2025 Shirley Patricia Villarreal Arias, Mercy Jacqueline Freire Jaramillo, Mercedes Caiza Herrera , Elizabeth Del Rocío Proaño Cañizares, Erika Nirman Barriga Enríquez , Rita Elizabeth Barriga Enríquez
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
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