Guided Writing strategies to Foster Writing Skills

Bracamonte Hernández, Ana Esther and Solís Vargas, Ena Concepción and Espinoza Lacayo, Mabel De los Ángeles (2023) Guided Writing strategies to Foster Writing Skills. Licenciatura thesis, Universidad Nacional Autónoma de Nicaragua, Managua.

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Resumen

For years, writing skills has been considered a challenging task for English language learners due to the lack of practice and instruction dedicated to developing these skills. This issue is frequent and presented nationwide in Nicaraguan Public Schools including the Tomas Borges School. The students face difficulties in improving their English writing abilities due to lack of proper instruction and resources. Therefore, the aim of this research was to explore the outcomes of applying Guided Writing Strategies to Foster English Writing skills. This research has followed a quasi-experimental with a non-equivalent, pretest-posttest design following to get information about the outcomes of applying Guided Writing Strategies to Foster English Writing skills. The subjects understudy were 56 students in 8th grade at Tomas Borge School during the second semester of 2023, Managua, Nicaragua. Two groups were understudied a comparison group (B) and a treatment group (A), where the second one received a treatment (2 weeks period) while the other (B) continued with the same strategies and methods employed before this study was executed, both researchers were in charge of the groups, each of them correspondently; taking the place of the teacher to gather as much data as possible during the experimental phase. At the end phase of this quasi-experimental study, the results from the group (A) and (B) were compared to conclude the aim of this research. The instruments employed to collect the data were a pre-test, a post-test to both groups, an observation, and a questionnaire to the experimental group (A). The results found in the development of this study provide evidence that students in the treatment group (A) had more improvement based on the pretest-posttest statistical analysis (descriptive analysis) in contrast to the comparison group (B) where no therapy was implemented

Item Type:	Thesis (Licenciatura)
Información Adicional:	Tesis-(Licenciadas en Ciencias de la educación con mención en Inglés)-Universidad Nacional Autónoma de Nicaragua Solamente en digital
Palabras Clave Informales:	Inglés-Enseñanza, Inglés-Escritura, Inglés-Estrategias y técnicas, Materiales didacticos
Materias:	300 Ciencias sociales > 370 Educación 300 Ciencias sociales > 371.3 Didáctica y Pedagogía 400 Lenguas > 420 Inglés e inglés antiguo > 421 Sistemas de escritura y fonología ingleses
Divisiones:	EDUCACIÓN, ARTE Y HUMANIDADES > Inglés
Depositing User:	Lic Valeria Rivera
Date Deposited:	13 Jun 2024 16:26
Last Modified:	13 Jun 2024 16:26
URI:	http://repositorio.unan.edu.ni/id/eprint/21130

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