Ludic activities and writing skill

Abstract

This study addressed students' perceptions regarding ludic activities and writing skills. Within the framework of a non-experimental descriptive research, 60 university students from the Universidad Técnica de Ambato participated. (19 men and 41 women). Data collection was carried out through a survey comprising of 19 items on a Likert scale (always, almost always, sometimes, almost never, and never) and three open questions. Likewise, validation was carried out by experts and Cronbach's alpha coefficient with a value of (0.797). The research was structured around three research questions. The results revealed that students prefer ludic activities such as work in pairs/groups, games and flashcards. This preference is attributed to the demonstrated ability of such strategies to stimulate active participation, encourage collaborative learning, and facilitate effective knowledge retention. In addition, the following strategies, such as planning, review and editing, were the most preferred by the majority of students. It is worth noting that regular writing practice and asking for feedback are not commonly considered primary strategies, as students tend to choose to develop their writing skills independently and rely on their own written production. Moreover, the findings indicated that students exhibit a pronounced inclination towards the accuracy subskill such as spelling, punctuation, vocabulary, grammar, and joining letters together, since they demonstrate greater mastery or familiarity with this area. However, a small proportion of students choose to use the communication of ideas such as text organization, appropriate use of style and register, text features, word and sentence linking, and appropriate features, although this option is slightly more complex compared to the first, due to their level of development.