Foldables strategy and writing skills

Abstract

Foldables strategy helps both the student and the teacher in the teaching-learning process. It facilitates the teacher's way of teaching as students are interested in learning, while students can gain deeper knowledge as they can test their creativity and, at the same time, learn in a different way than the traditional one. The objective of this research work was to analyze the influence of the foldables strategy in the development of writing skills. This research was carried out with sixth grade students from Centro Educativo Bilingüe "La Granja". For the population, 20 students took part in it. On the other hand, this work had a quasi-experimental design since only a previously determined group was needed. As for the tools, a standardized KET Cambridge exam was used as pre and post-test, as well as a standardized KET Cambridge rubric to evaluate the students’ performance after the application of such strategy. In addition, a survey with 5 multiple-choice questions was used to analyze the students’ opinions about the applied strategy. The application of this strategy lasted 5 weeks with 8 treatments in total. For the verification of the hypothesis, the results of the pre and post-test were taken into account, which were calculated using the SPSS software. As a result, the alternative hypothesis (H1), the folding strategy influences writing skills, was accepted with a p-value of 0,000. Finally, the results show that the foldables strategy influenced on writing skills, since a minimal growth was observed in the pre- and post-test application, as well as in writing skills.