Self-Assessment of Reading to Improve Comprehension of Texts

Abstract

Virtual education has become the nightmare of some teachers and learners. Most Latin American countries had to learn fast and adapt to the new style of education (Espino-Diaz et al., 2020). After two years, teachers and learners had rough days, but society is adapting to the new teaching process. The impact of COVID-19 was called crisis learning because the new virtual system was new for instructors and learners (Cervi et al., 2020) Even more inclusive education where learners required special attention did not have guidelines for how teachers should lead that kind of education. So, as a result, education at the beginning was limited to send the pedagogical sheet (ficha pedagógica) with activities that learners should do at home. The general instructions given by the minister of education were to use the prioritized curriculum (Currículo Priorizado) and the table of contents (tabla de contenidos) to plan the microcurricular planning (Ministerio de Educación, 2020). According to Domagała-Zyśk (2015), hard-of-hearing students face many problems acquiring proficiency in learning a second language because of their limited sign language system. In order to acquire understanding, those kinds of learners need many opportunities to demonstrate their performances during the learning process. In addition, Domagala-Zyśk said that many teachers lack the proper knowledge to solve the teaching problems. Therefore, hard-of-hearing learners need additional materials and strategies to understand English foreign language (EFL) content.