Los efectos de utilizar un enfoque basado en proceso, trabajo colaborativo, portafolio, y retroalimentación variada en un curso de escritura académica.
Year: 2012
Type: dissertation
Study design: Clinical Trial
Abstract: The present study sought to find whether a teaching model based on process writing, collaborative work, the effects of feedback, and the use of writing portfolios in a basic EFL composition course would produce change in students both in their academic performance as well as their perceptions toward writing. This quasi-experimental case study, carried out with two experimental groups (n=10, n=12) and a control group (n=13), counted on the participation of 35 Ecuadorian students, between the ages of 17 and 22, of upper middle socio-economic class, from a private, liberal arts Ecuadorian university. The study lasted 16 weeks and involved a pre- and post-essay, a pre- and post-written test, and two questionnaires (one pre- and post-questionnaire and the other at the end of the study). There was a significant difference between groups in improving their written skills and their perceptions toward writing. A number of contributions to theory, practice, curriculum design, and educational management are also presented.
Author: Jean Michel Mosquera
Language: Spanish
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W291165741