Fortalecimiento de la comprensión lectora en inglés mediante estrategias peagógicas de interacción: Intervención en estudiantes de noveno grado del Colegio La Presentación, Ubaté.

Abstract

This action research project with mixed design aims to strengthen English reading comprehension in ninth-grade students at Colegio La Presentación in Ubaté, Cundinamarca. The identified problem is that students present significant difficulties in reading comprehension of English texts, evidenced by PENSAR and ICFES tests, which is attributed mainly to the predominance of traditional methodologies that do not promote interactive strategies or reading autonomy. The research is grounded in Vygotsky's sociocultural theory and the communicative approach, integrating metacognitive strategies, collaborative learning, and formative assessment. Two pedagogical strategies based on interaction and communicative skill development will be implemented with a population of 25 students from the second semester of 2025 through November 2026. The methodology combines quantitative measurements (pre-post tests) with qualitative exploration (surveys, observations, interviews). Resources include authentic texts, interactive digital tools, collaborative activities, and the participation of native speakers. The intervention is expected to generate significant improvements in reading comprehension scores, increased student motivation and autonomy, development of critical thinking, and contribute to the social and intercultural inclusion of students, offering practical recommendations for the sustainability of the proposal in the institution.