Intervention program to perfect paraphrase in university students

Abstract

Paraphrasing is an essential skill in academic training, as it is related to reading comprehension, scientific writing, and the implementation of study strategies. The purpose of this study is to analyze the effect of an intervention program aimed at strengthening paraphrasing skills. This program was developed using the Moodle platform, involving a non-probabilistic sample of 79 online Psychology students in a quasi-experimental design. An instrument was employed to determine the type of paraphrasing chosen by the students. During the intervention, a sentence was displayed, followed by the same sentence along with three options representing different types of paraphrasing. Students were required to choose the option that matched the paraphrasing type of the module. The main finding lies in the significant difference between the pretest and posttest results, as well as in the change in the type of paraphrasing chosen, shifting from basic to complex paraphrasing. It is concluded that the program implemented on an educational platform constitutes an effective tool for teaching and learning the skill of paraphrasing.