Written production and active methodological strategies to strengthen learning in tenth-grade students at Patria Public School
DOI:
https://doi.org/10.70577/sa42np12Keywords:
Written Production; Active Methodological Strategies; Discursive Competence; Writing Didactics; Socio-Critical Learning.Abstract
This study analyzed the relationship between active methodological strategies and written production in tenth-grade students at “Patria” School in Latacunga, Ecuador, through a mixed-methods approach, with a non-experimental, exploratory-descriptive design and a socio-critical orientation. The census sample consisted of 37 participants, including 34 students and 3 teachers from the Language and Literature area, to whom a diagnostic writing test, a self-assessment of the writing process, and semi-structured interviews were applied. The results showed that 64.7% of the students did not reach a satisfactory level, with a group mean of 66.47 out of 100, while the main difficulties were identified in the appropriateness to communicative purpose, coherence, and discourse organization. Data triangulation made it possible to recognize that these limitations were associated both with cognitive-discursive factors and with pedagogical practices focused on the formal correction of the final product, therefore, it is concluded that writing instruction requires active, collaborative, reflective, and contextualized strategies capable of progressively strengthening writing competence in the classroom.
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