Maestría en Enseñanza del Idioma Inglés como Lengua Extranjera

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Author: search.filters.author.Pañi Molina, Mayra GabrielaSubject: search.filters.subject.HABILIDADES DE ESCRITURA

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    Content and language integrated learning (C.L.I.L) in writing skills
    (Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-10) Pañi Molina, Mayra Gabriela; Mejía Sánchez, Enith Jessenia
    The objective of the present research is to establish the impact of implementing Content and Language Integrated Learning (C.L.I.L) in writing skills on third secondary students at Juan Montalvo School. Having in mind that writing skill is a fundamental productive language skill which must be developed and fostered in EFL/ESL classrooms to enable students to produce effective and intended written texts in different social – cultural contexts. An essay- based pretest was applied to determine the students’ writing skills before of being intervened. The results shown that there were some weaknesses on this skill because the measurement of students’ production was below of required –level according to CEFR writing parameters. After applying the pre-test, C.L.I.L methodology was implemented to enhance students’ writing skills. By using the C.L.I.L methodology, students were able to produce more cohesive and coherent texts alongside rich lexicon. This methodology benefits students on the vocabulary, sentence, orthography, writing mechanics level as well as wide understanding of cultural values applied to the writing. At the end of application of C.L.I.L methodology, an essay- based posttest was administered to make a comparative study and establish if there was any difference relating the writing pretests’ result. The outcomes drawn from the study demonstrate that students’ posttest results were higher in comparison to the pretests averages. Based on the findings, C.L.I.L methodology was suggested to be implemented as a way to enhance and foster writing skills in EFL teaching practices. Complementary, a posttest survey was applied to students in order to know students’ insights towards the implementation of the new methodology used. This survey as well as models and theories that adjust to the development of the proposal were resources to sustain it which had as objective to improve the teaching practices in the EFL settings.