Escritura como proceso en la enseñanza de inglés como lengua extranjera
Authors
Jesús Martínez
Instituto Superior de Formacion Docente Salome Ureña - ISFODOSU
[email protected] https://orcid.org/0000-0002-4421-0793Alexander López-Díaz
Concordia University Chicago, US
[email protected] https://orcid.org/0000-0002-5995-5042Detalles
Published
2020-01-22
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.
Keywords
enseñanza de una segunda lengua
escritura
inglés
lengua extranjera
inglés como lengua extranjera
How to Cite
Martínez, J., López-Díaz, A., & Pérez, E. (2020). Escritura como proceso en la enseñanza de inglés como lengua extranjera. Caribbean Educational Research Journal (RECIE), 4(1), 49–61. https://doi.org/10.32541/recie.2020.v4i1.pp49-61
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References
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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., & Kyppo?, 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.
Go?c?en, 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., & ?flazo?lu-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
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., & Kyppo?, 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.
Go?c?en, 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., & ?flazo?lu-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
Section
Research article