Abstract. Research in the field of neuroscience indicates a new direction in the study of the human mind; mental imagery appears to be a component of thought that underlies every act of knowing. In light of this line of research, some educational approaches incorporate the use of mental imagery in the classroom to promote comprehension and recall. In line with this new neuropsychological evidence, a quasi-experimental study was designed to observe the impact of instruction in mental imagery formation on reading comprehension in a foreign language (English) and its relationship to interest in the target language. Several measurement instruments were used: TOEFL, VVIQ, and a battery of qualitative data collection tools. The UNIANOVA analysis showed a significant improvement in favor of the experimental group and an increase in interest in the subject.
How to cite. Ávila López, J. (2018). Mental image, motivation and reading in a foreign language. Tejuelo: Didáctica de la Lengua y la Literatura. Educación, 28, 127–160. https://doi.org/10.17398/1988-8430.28.127
