Escritura como proceso en la enseñanza de inglés como lengua extranjera

Abstract

Writing is, at times, neglected by both teachers and students. Far too often, courses involve an emphasis on speaking skills and direct grammar instruction. These courses, however, pay little attention to writing skills and, most specifically, academic writing. In fact, while addressing writing, teachers may have different approaches, one of which is process writing. The current study explores the implementation of process writing as a tool for developing students’ writing skills in the context of paragraph writing. Students went through four lessons, and a pretest-posttest format was used to conduct research and evaluate data. Action Research was the paradigm used to structure this study. Lastly, the researchers concluded that process writing is conducive to stronger writing skills resulting in more organized and structured paragraphs.

Patterns of Utilizing Ai–assisted Tools Among Efl Students: Need Surveys for Assessment Model Development

“…Therefore, students need to be facilitated in learning to choose words and expressions that are appropriate to a certain genre (Ulugbek & Anora, 2019). They generally start writing by planning to find ideas, then organizing those ideas, starting to draft, reviewing, revising and editing to improve the quality of the writing before arriving at the final version (Martínez et al, 2020). However, there is often very limited time available to produce a written piece.…”

La educación inclusiva de los estudiantes desde la asignatura Inglés

“…El docente, en aras encontrar las mejores estrategias didácticas para la enseñanza inclusiva del inglés como lengua extranjera, se ha trazado diversas estrategias (Martínez, 2021). A continuación, se explicitan algunas de ellas.…”

Academic integrity in the age of Artificial Intelligence (AI) authoring apps

“…However, to become proficient writers in English, learners need to apply their knowledge of the nature of academic texts, making use of academic vocabulary, grammar, sentence, and rhetorical structures to express their ideas for a specific purpose and audience (Swales & Feak, 2010). Furthermore, they need to make use of the processes of brainstorming, drafting, revising, editing, and rewriting to develop academic vocabulary (Muncie, 2002), paragraph structure (Martínez et al, 2020), and their overall writing abilities (Huang & Zhang, 2020).…”