Romero Villarroel, Wilber OrlandoVargas Mora, Rodrigo Xavier2024-05-022024-05-022024-04https://repositorio.uta.edu.ec/handle/123456789/41525This study investigates the impact of meaningful learning experiences on the development of written paragraphs among fifth-year students at the Angel Polibio Chaves Millennium Educational Unit using a quasi-experimental research design. The research aims to assess the effectiveness of these experiences compared to traditional instruction. Data collection includes pre-tests and post-tests, designed through an A2 Flyers of Cambridge, to measure students' proficiency in paragraph writing before and after the intervention. Results indicate a significant improvement in students' writing skills, with increased coherence, organization, vocabulary usage, and argument development. Pedagogical strategies implemented during the intervention, such as deliberate practice and formative feedback, contributed to this improvement. Additionally, students' preferences and perceptions towards English paragraph writing activities showed a positive response, indicating increased motivation and engagement. Statistical analysis using Student's t-test supports the hypothesis that meaningful learning experiences positively impact students' acquisition of writing skills. Overall, the findings suggest that integrating meaningful learning experiences into English language instruction can effectively enhance students' paragraph writing abilities.engopenAccessPRE-TESTS AND POST-TESTS, , STATISTICAL ANALYSQUASIEXPERIMENTAL RESEARCH DESIGNMEANINGFUL LEARNING EXPERIENCESPEDAGOGICAL STRATEGIESSTATISTICAL ANALYSmasterThesis