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Pre-service teachers' perceptions on storytelling to learn English as a foreign language
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It is well-known that pre-service teachers do not read much. Although
they are usually considered expert readers (Colomer & Munita, 2013),
their reading habits (Chartier, 2004; Vélez & Rapetti, 2008; Yubero &
Larrañaga, 2015) and their knowledge and capacity for interpreting literary
texts (Diaz Armas, 2008; Duszynski, 2006) show they are not. In
fact, different studies have shown that they have a weak reading profile
and usually express disaffection for reading (Aguilar Ródenas, 2020).
Similarly, other studies (Contreras & Prats, 2015; Gallego &
Rodríguez, 2015; Skaar et al., 2018; Vera, 2017) have made it evident
that students from teaching degrees lack communicative skills and their
reading habit and motivation towards literature is insufficient (Applegate
et al., 2014; Vera, 2017).
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FRIGOLÉ, Neus i SUÁREZ, Maria del Mar. Pre-service teachers' perceptions on storytelling to learn English as a foreign language. part de : B. Pizà-Mir. M.M. Suárez. Vol. Gavilanes Pérez, núm. Planisi Gil, pàgs. Capriles González. [consulta: 8 de maig de 2026]. Disponible a: https://hdl.handle.net/2445/215207