Experiential learning and writing skills

Abstract

The main objective of this study was to determine the effectiveness of experiential learning in improving writing skills in third semester students of the PINE program at the Universidad Técnica de Ambato. A quantitative approach and an experimental design were used to evaluate the impact of experiential learning on the development of communicative writing skills. The study included the participation of 32 students due to the relevance to the research topic and its accessibility for data collection. Specific techniques and tools were used to obtain data. Pre- and posttest tests designed to measure language skills before and after interventions with experiential learning were applied. The results revealed significant improvements in key areas such as content, communicative achievement, organization, and language after the implementation of the methodology based on experiential learning. A notable decrease was observed in the percentage of students at lower levels of written proficiency, with a corresponding increase at intermediate and higher levels, suggesting an improvement in the understanding and application of elements of the language, as well as an increased ability to develop communicative writing in English. In conclusion, the findings support the effectiveness of experiential learning in improving both written proficiency and broader communication skills among PINE students. It is recommended that experiential learning strategies continue to be implemented in the curriculum to foster more dynamic and effective learning in language teaching contexts.