Irribarra Vivanco, Romina ConstanzaMaldonado Almonacid, DiandraFacultad de EducaciónEscuela de Pedagogía en Inglés2024-10-152024-10-152017https://repositorio.unab.cl/handle/ria/61323Tesis (Profesor de Inglés)With the shifting advance in technology and the modern channelling capabilities of the marketing for delivering targeted software, the devices in which such applications are meant to run are winding the behaviour of the people towards the daily lite routine, from schools to workplaces. However, the use of technologies related to information and communication is struggling to become a regular ally of the educational system platforms in Chile. Moreover, English teachers who depend on the Ministry of Education (MINEDUC) programs are not provided with any type of material to teach writing within the classroom environment. That being said, in an EFL context, students are not able to produce proficient writing tasks as a consequence of the lack of proper training tools. Furthermore, there is insufficient time to focus on authentic writing activities to develop language acquisition due to the limited classroom hours. Then, how could English teachers get used to technological resources for education in order to improve students' writing skill? The present mixed-method study is based on the action research approach and aims to examine the implementation and the effectiveness that blended learning has at improving EFL high school students' writing. The study was conducted ata subsidized school located in San Pedro de la Paz and data was collected following a pre and post-test experimental approach. Students in the experimental group were asked to use a virtual platform to get content-based input befare the formal lesson named Moodle and another one to develop the writing activities named Padlet. In addition, this study seeks to examine students' perceptions towards blended learning and writing activities as to see if the use of technology has an effect on their writing performance.esInglésEscrituraEnseñanza MediaTesis