The collaborative learning and the writing skill

Abstract

The writing of the English language as a second language and as a foreign language has a vital contribution to the student`s life. Generally, the student concentrates exclusively on the lexical and syntactic levels rather than on the discursive level, that is, textual coherence. For this reason, most students feel that their only sense of security comes from what they have learned about grammar and that grammar is the only tool they can use when writing material in the English language is presented. That is why collaborative learning in the classroom represents an opportunity for teachers, through the design of their activities, to promote in their students the development of skills, attitudes, and values. The objective of this project is to determine the use of collaborative learning and its impact on the development of English language writing skills in the first-year high school students of the "San José de Poalo" Educational Unit. The results indicate that the students do not develop the writing skills of the English language, for various reasons such as the limited time of class hours; a large number of students in the classroom and Lack of interaction due to individual learning which prevents the teacher from checking the correct use of spelling in all students