Storytelling strategy to improve coherence in writing skills development

Abstract

The main objective of this study was to determine how the Storytelling strategy improves coherence in writing skills. To verify the effectiveness of this strategy, a pre-test and a post-test centered on writing were applied, which were based on the Cambridge PET exam, to sixth-level students of the Languages Center Cambridge Extension at Escuela Superior Politécnica de Chimborazo during the period september 2018 - february 2019. A guide for the teacher was designed which was used during the intervention in the classroom. Data analyzes were performed before and after the classroom work. The design of the guide was based on the three stages of the writing process: pre-writing, writing itself and reviewing with the use of the narrative technique, visual history, problem / solution, dialogue; and, hero and enemy. Once the application of the proposal was concluded, the data obtained from the pre-test and the post-test were processed through the student's mathematics T test with the statistical software SPSS (Statistical Package for the Social Sciences). The results show that with the application of the Storytelling strategy, the students showed more interest and greater improvement to produce written texts. Therefore, the Storytelling strategy contributes to the improvement of the written production of the students. Finally, it is concluded that the students improved the coherence in the production of their written texts through the Storytelling strategy and it is recommended that the educators apply the proposal with the Storytelling strategy in their educational work to improve students' development in their English language learning.