# name
Pre-service teachers' perceptions on storytelling to learn English as a foreign language

# metadata.dc.description.abstract[].value
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).

# metadata.dc.relation.isformatof[].value
Reproducció del capítol 41 del llibre: Las ciencias sociales, las humanidades y sus expresiones artísticas y culturales: Una tríada indisoluble desde un enfoque educativo

# metadata.dc.relation.ispartof[].value
part de : B. Pizà-Mir, M.M. Suárez, R. Gavilanes Pérez, H. Planisi Gil, I. Capriles González, C. Bauçà de Mirabò, J. J. Matas Pastor (Eds.), Las ciencias sociales, las humanidades y sus expresiones artísticas y culturales: Una tríada indisoluble desde un enfoque educativo, Dykinson S. L., 2024, [ISBN: 978-84-1170-584-4], pp. 729-745

# metadata.dc.source[].value
Llibres / Capítols de llibre (Educació Lingüística, Científica i Matemàtica)

# metadata.dc.title[].value
Pre-service teachers' perceptions on storytelling to learn English as a foreign language