The effects of journal-writing on EFL pre-service teachers' development of writing skills
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Archivos
Fecha
2017
Profesor/a Guía
Facultad/escuela
Idioma
en
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
Entre las cuatro habilidades del idioma Inglés, la escritura es normalmente
conocida por ser la última competencia en ser adquirida, ya sea por estudiantes
nativos o por estudiantes de segunda lengua. Además, también es considerado
como el área más dificultosa del lenguaje para enseñar o evaluar como señaló
D. Albrechtsen, K. Haastrup and B. Henriksen (2008). Por lo tanto, como el
escribir en inglés parece ser un desafío para los alumnos, este estudio busca
investigar si es posible superar efectivamente las dificultades de escritura y, así
mismo, mejorarlos por medio de la asignación de escribir un diario
semanalmente. Seis estudiantes de primer año de dos clases de la Universidad
Andrés Bello en la Facultad de Educación de Santiago, Chile, fueron solicitados
para participar en este estudio de investigación dado su rendimiento académico
y su propia percepción sobre sus habilidades de escritura. Los resultados
prueban que aunque la información numérica recogida en este estudio no
demostró una mejora significativa en términos cuantitativos; en cuanto a la
calidad se evidenció un uso progresivo de estructuras escritas más complejas y
elaboradas.
Among the four skills of the English language, writing is normally known for being the last competency to be acquired, for both native and second language learners. Besides, writing is also considered as the most difficult area of the language when teaching or testing, as proposed by Albrechtsen, Haastrup, and Henriksen (2008). Therefore, as writing in English seems to be challenging, this study seeks to investigate if learners can effectively overcome the writing difficulties and improve them by writing weekly journal assignments. Six firstyear students from two sections of the English teaching (ELTT) program at Universidad Andrés Bello in Santiago, Chile, were asked to participate in this research study due to their academic performance and their own perceptions about their writing skills. The findings substantiated that even though the numerical data collected in this study did not demonstrate significant improvement in quantitative terms, in quality they progressively evidenced the use of more complex and elaborated writing features.
Among the four skills of the English language, writing is normally known for being the last competency to be acquired, for both native and second language learners. Besides, writing is also considered as the most difficult area of the language when teaching or testing, as proposed by Albrechtsen, Haastrup, and Henriksen (2008). Therefore, as writing in English seems to be challenging, this study seeks to investigate if learners can effectively overcome the writing difficulties and improve them by writing weekly journal assignments. Six firstyear students from two sections of the English teaching (ELTT) program at Universidad Andrés Bello in Santiago, Chile, were asked to participate in this research study due to their academic performance and their own perceptions about their writing skills. The findings substantiated that even though the numerical data collected in this study did not demonstrate significant improvement in quantitative terms, in quality they progressively evidenced the use of more complex and elaborated writing features.
Notas
Tesis (Profesor de Inglés para la Enseñanza Básica y Media, Licenciado en Educación)
Palabras clave
Inglés, Escritura, Metodología, Enseñanza Superior, Chile