Resumen
La escritura es, a veces, descuidada tanto por los profesores como por los alumnos. Con demasiada frecuencia, los cursos implican un énfasis en la habilidad de hablar y la instrucción directa de gramática, sin embargo, prestan poca atención a las habilidades de escritura y más específicamente, a la escritura académica. De hecho, al abordar la escritura, los maestros pueden tener diferentes enfoques, uno de ellos es la escritura de proceso. El estudio actual explora la implementación de la escritura de procesos como herramienta para desarrollar las habilidades de escritura de los estudiantes en el contexto de la escritura de párrafos. Los estudiantes pasaron por cuatro lecciones y se utilizó un formato pretest-post test para realizar investigaciones y evaluar datos. La investigación de acción fue un paradigma utilizado para estructurar este estudio. Por último, la investigación concluyó que la escritura del proceso es propicia para habilidades de escritura más fuertes que resultan en párrafos más organizados y estructurados.
Palabras clave:
English, English as a foreign language, EFL, language education, language instruction, language teaching, second language teaching, second language writing
Estadísticas
Citas
Alodwan, T. A., & Ibnian, S. S. (2014). The effect of using the process approach to writing on developing university students’ essay writing skills in EFL. Review of Arts and Humanities, 3(2), 139-155. https://bit.ly/38YNzgq
Arefi, M. (1997). The relationship between first and second language writing skills for Iranian students in Sydney: An application of the interdependence hypothesis (Tesis doctoral). University of Western Sydney. https://bit.ly/31I1RNN
Aziz, A. (2015). Scaffolding EFL students’ writing through the writing process approach. Journal of Education and Practice, 6(13), 131-141. https://bit.ly/32L1CTz
Bae, J. (2011). Teaching process writing for intermediate/advanced learners in South Korea. (Master’s thesis). University of Wisconsin-River Falls. https://bit.ly/2N8PkOd
Balta, E. (2018). The relationships among writing skills, writing anxiety, and metacognitive awareness. Journal of Education and Learning, 7(3), 233-241. https://bit.ly/362Pjnr
Bayat, N. (2014). The effect of the process writing approach on writing success and anxiety. Educational Sciences: Theory & Practice, 14(3), 1133-1141. https://doi.org/10.12738/estp.2014.3.1720
Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. Addison Wesley Pub.
Burns, A. (2010). Doing action research in English language teaching: A guide to practitioners. Routledge.
Carolan, F., & Kyppö, A. (2015). Teaching process writing in an online environment. In J. Jalkanen, E. Jokinen, & P. Taalas (Eds). Voices of pedagogical development - Expanding, enhancing, and exploring higher education language learning (pp.13-30). Research-publishing.net. https://doi.org/10.14705/rpnet.2015.000285
Chastain, K. (1988). Developing second language skills: Theory and practice (3rd ed.). Harcourt Brace Jovanovich.
Elliott, J. (1991). Action research for educational change. Milton Keynes, Open University.
Göçen, G. (2019). The effect of creative writing activities on elementary school students’ creative writing achievement, writing attitude, and motivation. Journal of Language and Linguistic Studies 15(3), 1032-1044. https://bit.ly/2BFc4jk
Graham, S., & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99(3), 445–476. https://doi.org/10.1037/0022-0663.99.3.445
Hussain, S. S. (2017). Teaching writing to second language learners: Bench-marking strategies for classroom. Arab World English Journal, 8(2), 208227. https://dx.doi.org/10.24093/awej/vol8no2.15
Listyani, (2018). Promoting academic writing students’ skills through “Process Writing” strategy. Advances in Language and Literacy Studies, 9 (4), 173179. https://bit.ly/2W9GRyr
Lopez, E. (2005) Current state of the teaching of process writing in EFL classes: An observational study in the last two years of secondary school. Profile 6, 23-26. https://bit.ly/2BISGlz
Lopez Diaz, A. (2019). Spanish use in the English classroom: A study of Dominican students in an English-only environment. Beyond Word Journal, 1(7), 20-31. https://doi.org/10.33508/bw.v7i1.2014
Lopez Diaz, A., Martinez, J., Perez, E., Jimenez, D., & Mateo, V. (2019). How we teach grammar: An exploratory study on how Dominican teachers deal with grammar teaching. MEXTESOL Journal, 43(4), 1-9. https://bit.ly/2r98SuL
Polio, C., & Lee, J. B. (2017). Written language learning. In S. Loewen & M. Sato (Eds.) The Routledge handbook of instructed second language acquisition. Routledge.
Seow, A. (2002). The Writing Process and Process Writing. In J. C. Richards & W. Renandya (Eds.). Methodology in language teaching: An anthology of current practice (pp.315-320). Cambridge University Press.
Yavuz-Erkan, D., & İflazoğlu-Saban, A. (2011). Writing performance relative to writing apprehension, self-efficacy in writing, and attitudes towards writing: Acorrelational study in Turkish tertiary-level EFL. Asian EFL Journal, 13(1), 164-192. https://bit.ly/2We2vkV
