Aprendizaje basado en proyectos para desarrollar la destreza de escritura en inglés como lengua extranjera<= o:p>
Maritza Lucia Larrea
Vejar [1]
Recibido: 10-07-2020 / Revisado: 12-08-2020 / Aceptado: 05-09-2020 / Publicado: 03-10-2020
Introduction. The Project Based Learning (PBL) method is proposed as=
a
transcendental student-centered method that promotes cooperation and the
development of intrinsic and extrinsic motivation. ABP contributed to the
procedure and, theoretically, to the improvement of writing skills and the
teaching-learning process in the classroom. With this method, students
interacted with other classmates and teachers; they developed knowledge and
improved their writing skills. The mistakes made by the students of Carrera=
de Ingeniería Industrial de la Escu=
ela
Superior Politécnica de Chimborazo in writing i=
s the
problem studied in this research Objective To
determine the influence of the ABP method in the writing of paragraphs, sho=
rt
communicative messages, stories, emails and reports of ESPOCH students.
Methodology. To obtain data, a questionnaire directed to teachers was used =
to
understand their perspective on PBL respect to writing skill. To assess the
writing level of the students, a Cambridge University PET test and its writ=
ing
rubric were used. The last instrument, an observation guide, supervised the
application of PBL in the classroom. Results The results obtained were comp=
ared
between the Control Group and the Experimental Group, the improvement was 0=
.8
points more in the average score of the first group in relation to the seco=
nd
in the total qualification of the PET test, equivalent to 5%. The systematic
observation showed an improvement in the average grade of 0.8 in the general
average of the last project executed by the students, equivalent to 18%. In
quantitative terms, teachers through a survey reported the benefits of the =
PBL
method in writing skills. Conclusion. The application of techniques based on
ABP significantly improved writing. This method and the results obtained wi=
th
the applied instruments demonstrated the relationship between the variables
studied.
Keywords: PBL, writing, English, learning,
improvement.
Resumen.
Introducción. El método Aprendizaje Basado en Proyectos (ABP) se pro=
pone
como una alternativa trascendental centrada en el estudiante que promueve la
cooperación y el desarrollo de la motivación intrínseca y extrínseca. ABP c=
ontribuyó
al procedimiento y, teóricamente, a la mejora de las habilidades de escritu=
ra y
el proceso de enseñanza-aprendizaje en la clase. Con este método, los
estudiantes interactuaron con otros compañeros de clase y maestros;
desarrollaron conocimientos y mejoraron su habilidad para escribir. Los err=
ores
cometidos por los estudiantes de Ingeniería Industrial de la Escuela Superi=
or
Politécnica de Chimborazo en tareas de escritura es el problema estudiado en
esta investigación Objetivo Determinar la influencia del método ABP en la
redacción de párrafos, mensajes comunicativos cortos, historias, correos
electrónicos e informes de los estudiantes de la ESPOCH. Metodología. Para
obtener datos, se utilizó un cuestionario dirigido a maestros para comprend=
er
su perspectiva sobre ABP con respecto a las habilidades de escritura. Para
evaluar el nivel de escritura de los estudiantes, se utilizó una prueba PET=
de
la Universidad de Cambridge y su rúbrica de escritura. El último instrument=
o,
una guía de observación, supervisó la aplicación de PBL en el aula. Resulta=
dos
En los resultados obtenidos se compararon entre el Grupo Control y Grupo
Experimental la mejora fue de 0.8 puntos más en el promedio del primer grupo
con relación al segundo en la calificación total de la prueba PET, equivale=
nte
al 5%. La observación sistemática demostró una mejora en la calificación
promedio de 0.8 en el promedio general del último proyecto ejecutado por los
estudiantes, equivalente al 18%. En
términos cuantitativos los docentes a través de una encuesta reportaron los
beneficios del método ABP en la destreza escritura. Conclusión. La aplicaci=
ón
de técnicas basadas en ABP mejoran significativamente la escritura. Este mé=
todo
y los resultados obtenidos con los instrumentos aplicados demostraron la
relación entre las variables estudiadas.
Palabras claves: PBL,
escritura, inglés, aprendizaje, mejoramiento.
The English educating learning system =
in
Ecuador is low. An investigation completed by
To assist the students with creating
projects to improve their psychological foundation, while they developed the
fours fundamental parts of writing according PET: content, communicative
accomplishment, association, and language. This research served to mediate =
in
the unpredictable cycle of writing that incorporates communicative interact=
ion
for the creation of particular content in the scholastic and logical field,
through the intervention it was conceivable to applied procedures that
straightforwardly improved the perspectives notice about writing.
The significance of writing skill to P=
BL
is irrefutable. Studies have been done in a few nations of the world that
exhibit how PBL decidedly or adversely impacts the advancement of writing i=
n an
unknown language for the development of scholastic, logical, social, and so=
cial
writings. Ansarian &
Teoh, (2018) specifies students involved in critic=
al
thinking and project advancement have gotten better outcomes in their capac=
ity
to compose. PBL presents genuine activities and projects that represent a
scholastic test for students, as Barrett & Moore (2010) avows. The author likewise expresses =
that
the projects depend on the kinds of discovering that individuals complete b=
oth
in the study hall and in their day by day lives. Larmer et al.
(2015) refers to that PBL as a student focus=
ed
approach, which centers around their thoughts and their longing to make. The
writer says that teachers must set up controlling investigations to trade
thoughts that will be reflected in relevant academic production. Thusly,
teachers think about their ways to deal with the educating learning cycle of
English as an unknown language. The author likewise refers to that it is
important to instruct students to make a structure that permits them to pla=
n a
project and have the option to present a report on it.
PBL was utilized as an inspiring strat=
egy
for the development of writing. The method decides the outcomes, ADDIN ZOTERO_ITEM CSL_CITATION
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Tomlinson &
Masuhara, (2010) mentions it is important to have
applicable material, the method employed in addition to the sophisticated
The pressing requirement for the
advancement of English writing overall is because of the expanding interest=
for
academic scientific production. The globalized world qualities scholarly
creation in wring media: papers, postulation, academic articles, books,
artistic developments. Craig, (2012)<=
/span>specifies that it is not in every case
easy for a nonnative essayist to compose a book in an unknown language. Thi=
s is
on the grounds that writing is a cycle that includes a few phases and
components, one of them is writers’ cooperation. The writer refers to that =
PBL
is very helpful in the advancement of writing since it permits interaction
among writers, teachers, students while they communicate.
Goh & Burn=
s,
(2012) confirms that the impacts of Project
Based Learning on the educational, and intellectual performance of students=
and
the usage in the instructing of English to improve students' writing skill =
as
the other skills is exceptionally powerful. Tavares (2018)=
states that PBL is viewed as the most
proper technique to persuade, create, and include students in the pursuit f=
or
answers for given issues. The writer additionally describes that PBL
coordinates not just the writing skill with the other open skill but
additionally social and motivational components that the educator and stude=
nts
can enact in class. Craig (2012) suggests that writing can be used as an
instrument to transmit information that can likewise be utilized after the
presentation of projects.
Methodology.
The current research is quali-quantitative. The outcomes indicated the need to
improve writing skills. Three instruments were applied to get data. An
observation guide permitted checking the utilization of the methods depende=
nt
on PBL. A PET test was applied to the control and experimental group as pre=
and
posttest. Educators answered a questioner to get information about PBL and
writing skill.
The data got after a broad bibliograph=
ic
lecture and the utilization of measurable information indicated improvement
recorded in writing skill. Articles, books, theories, and reports were util=
ized
as reference. The work is generally applied and field research. The last
correlational level served to evaluate the association between the factors
Project-Based Learning and writing skill. This was shown in quantifiable te=
rms,
since after the utilization of PBL procedures a meaningful change was obser=
ved
in writing. A remarkable improvement affirmed the degree of relation between
writing and PBL. The relationship of the variables and their
operationalization, along with the most recent affirmation of the hypothesi=
s,
PBL improves writing skill.
Population and
sample.
The population and sample were selecte=
d by
the idea of the exploration. The population is comprised of 50 students
partitioned into two groups. The two groups had comparable characteristics,=
so
the example was picked discretionarily.
Table =
1=
. Population
|
Popu=
lation |
Freq=
uency |
Perc=
entage |
|
Stud=
ents |
50 |
100%=
|
|
Tota=
l |
50 |
100%=
|
Source:=
Direct research
Author:
Larrea M. Ecuador, 2019
Table 2. Sample
|
Sample |
Frequency |
Percentage |
|
Cont=
rol
group |
25 |
50%<= o:p> |
|
Expe=
rimental
group |
25 |
50%<= o:p> |
|
Tota=
l |
50 |
100%=
|
Source: Direct research
Author:
Larrea M. Ecuador, 2019
Results and Discussion.
After serious work data was aggregated.
The speculation was confirmed, the utilization of PBL improves the level of
writing. A meticulous assessment made it possible to quantify the level of =
the
students with a PET test. It was confirmed that the students of the
experimental group have truly improved their capacity to write comparable to
the control group. The utilization of PBL permitted the students of the
Industrial Career at ESPOCH to improve their writing skills. Even though th=
ere
is likewise an improvement in the Control group of 1.8 point in the overall
score, there is a difference of 0.8-point corresponding to the overall
capability of the Experimental group. Task based learning has helped studen=
ts
improve the viewpoints evaluated in the PET test. The main target of this t=
est
was to evaluate the connection among PBL and writing skill. Assessment
gatherings of 50 students were given normalized PET tests and Cambridge wri=
ting
rubrics. These were compared in a pre and posttest.
These were the outcomes gotten in the
Control group and experimental group. Factual diagram 1 shows the quantitat=
ive
changes in the degree of students in their substance skill, Communicative
Achievement, association, and language.
Graphic 1. PET Test Control Group
Source: Direct research
Author:
Larrea M. Ecuador, 2019
<=
span
lang=3DEN-US style=3D'font-size:12.0pt;mso-bidi-font-size:11.0pt;color:blac=
k;
mso-themecolor:text1;mso-ansi-language:EN-US'>Graphic 3. PET
Experimental Group
Source: Direct research
Author:
Larrea M. Ecuador, 2019
Perception Gui=
de.
The guide permitted the assessment as =
well
as the improvement in the use of PBL. After broad work of information
assortment, estimating, the use of PBL, and broad and careful search of
information, it was resolved that students have really improved their writi=
ng
skills. The use of PBL has advanced with the development of writing skill in
ESPOCH students. The outcomes acquired in the observation are positive. The
degree of the students has improved. Between the first and the last project
there is difference in the score of 0.8. PBL has helped students improve th=
eir
level. This improvement after the utilization of PBL is because of the use =
of
applied strategies dependent on this method. The use of PBL can improve the
sub-skills essential for writing. The projects created by the students had =
the
principle goal of improving this ability and this could be accomplished with
PBL. To decide if PBL upgrades the advancement of writing skills, students =
took
the PET writing test once more, the improvement was confirmed in all aspects
assessed by the rubric, this information agreed with the observation guide.=
Table 3. PBL
Observation guide
|
PROJECT
BASED LEARNING OBSERVATION RECORD |
||||
|
Evaluated =
Issues |
Project 1<= o:p> |
Project 2<= o:p> |
Project 3<= o:p> |
Project 4<= o:p> |
|
PBL Structure |
3.6 |
3.3 |
4 |
4,2 |
|
PBL Facilitation |
3.7 |
4 |
4.1 |
4,4 |
|
Students’ participation |
3.4 |
3.6 |
4.2 |
4,5 |
|
Resources |
4 |
4 |
4.2 |
4.3 |
|
Assessment |
3 |
4 |
4.5 |
4.5 |
|
Classroom Leaning Environment |
3.8 |
3.9 |
4.1 |
4.2 |
|
Writing report |
3.2 |
3.4 |
3.8 |
4,3 |
Source: Direct research
Author:
Modified from Stearns,
(2012)
Survey.
The survey was done with the 12 collea=
gues
who made up the example of this research. The teachers' reactions, by and
large, demonstrated acknowledgment, fulfillment, and a positive view of the=
PBL
technique to improve composed skills and the English language when all is s=
aid
in done. The teachers confirmed that the PBL Method emphatically impacts the
improvement of their students’ writing skill. The teachers affirmed the
prominent certainty they felt when they students write reports, messages, a=
nd
stories, and that thusly they improved other interpersonal skills to
communicate in class.
Discussion.
This global standard has provoked anot=
her
conception about the educating of writing.
József (2001) says that the goal of the teaching me=
thod
of writing must investigate the association models of writings in L1 and L2=
and
consequently encourage the acknowledgment of contrasts those points. The au=
thor
examines another student-centered communication pattern, his rule centers
around the incredible impact on intellectual hypothesis of Hayes and Flower
(1981) who notice that a student can get data about writing through the idea
articulation and perception conventions. The research referenced above
permitted PBL to be consolidated into the writing aptitude educating and
learning measure. This ideas is shared
with Colombo (2011)=
, who declares that the utilization of=
PBL
has gotten positive outcomes in the development of writing and the other
communicative skills. These statutes prompted the theory that PBL creates
writing skills in a foreign language, in any case, the extent of this metho=
d is
yet being researched.
Bowkett (2014)=
thinks that is imperative to develop
communicative skills since writing is fundamental to produce really accurate
communication. This intellectual and physiological cycle can decide the deg=
ree
of students in a foreign language performance. In this way, it is noticed t=
hat
writing is an intellectual cycle where the performers send and get data. It=
is
likewise mentioned that the right way of writing is created with constantly
practice and reflection, it is fundamental to give students the pertinent
instruments to become astounding writers in foreign languages, thusly,
educators must inspire students to take an interest continually in class,
fabricate certainty and offer them the chance to build up this basic abilit=
y.
Therefore, Ediger=
(2010), mentions the fundamental teachers’ task is to assist students provi=
ding
the tool to develop communicative skills.
Interestingly, it breaks down the contrast among writing and talking=
as
beneficial skill. This writer refers to that writing is an incorporated abi=
lity
that creates after some time, despite, talking is done at the same time of
communication. Another attribute of writing as opposed to oral aptitude is =
that
writing is answerable for moving characters while oral communication is the
combination of sound spontaneously, so when teachers dissect the ramificati=
ons
of writing, they can comprehend the multifaceted nature of this cycle.
For Beckett &
Miller (2006) PBL is an effective method that can help students compose, encode, and interpret data
continually. There are numerous components in this cycle. In this mind-bogg=
ling
work, students utilize every one of their assets to deliver what is known as
writing. Consequently, a clarification about the mental cycle of this capac=
ity
is advanced. At the point when this cycle improves, the degree of English of
the student’s increments. The most significant components are collaboration,
support in the study hall utilizing the proper strategies, methods, impress=
ion
of the educator and students in the pre, during and post writing measure. P=
BL
could contribute in each one of these components planned to improve the thi=
ngs
assessed in the PET rubric, intuitive correspondence and the inspiration of
students and educators in the study hall were likewise improved.
In this way, writing as a communicative
skill can be tested. Cambridge in its worldwide tests, evaluates the four
communicative skills listening, speaking, reading, and writing. According t=
o Krauss & B=
oss,
(2013) PBL can help learners to create writi=
ng
in class, it is a significant advance to dodge the conventional approach
wherein students do not reason and communicate thoughts. PBL let cooperation
also students grow socially and while they interact with other learners.
Napitupulu &am=
p;
Shinoda (2014) agree language is created with genuine
cooperation, the writer prescribes teachers to pick the right technique to
permit students to rehearse their writing skill and, simultaneously, create
basic reasoning, self-assurance, and the obtaining of new information. As
clarified over, the PBL encourages the student to build up every one of the=
se
skills, it makes reference to that language is basic not exclusively to cre=
ate
content yet in addition to communicate thoughts, emotions and convey though=
ts
to other people. Alan, B. &
Stoller, F. L, (2005) says all essential skills are
interrelated and permit to improve the nature of the transmission of though=
ts.
Without writing it is difficult to create communication at academic level,
throw this skill student can pass on thoughts with accuracy. To assist stud=
ents
to acquire writing skill teachers need to give a lot of instruments to sort=
out
thoughts, impart considerations, and build lucid writings, in this sense PB=
L is
an efficient instrument.
Finally Bowkett (2014)=
avows that writing is an important sk=
ill
that strengthens information about language and sentence structure. Students
can learn terminology and language structure when writing through reflection
and practice. Dissimilar to the origination of language structure in
traditional methods, for example, the Grammar Translation Method, PBL is an
academic instrument that improves communication skills. The author emphasiz=
es
that language is an asset to interchange thoughts and not only an arrangeme=
nt
of rules. Effective communication is achieved with interaction. The absence=
of
a method that permits interaction regularly restricts the transmission of
thoughts. PBL permits students´ cooperation to grow co=
mmunicationally
and socially.
·&nb=
sp;
The overall target was accomplished si=
nce
the applied instruments permitted to decide the viability of the Project-Ba=
sed
Learning Method to build up the English-writing skill in ESPOCH students.
Thusly, the experimental group indicated a superior improvement than the
control group, as they were exposed to exercises identified with linguistic
skills, terminology, and the statement of different thoughts and emotions
through interaction with others. In like manner, the PBL added to arousing =
the
enthusiasm of students towards getting the hang of writing and the English
language as a rule. Which was all proven in this investigation, as much as =
it
was conceivable to spur students to utilize the English language as a hard =
copy
just as to create in them a strong ability to learning and great utilizatio=
n of
it.
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/span> como segundo idioma
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=
=
PARA CITAR EL ARTÍCULO INDEXADO.=
Larrea Vejar=
, M.
L. (2020). Aprendizaje basado en proyectos para desarrollar la destreza de
escritura en inglés como lengua extranjera. Ciencia
Digital, 4(4), 6-17. https://doi.org/=
10.33262/cienciadigital.v4i4.1418
=
El artículo que se publica es de exclusiva responsabilid=
ad
de los autores y no necesariamente reflejan el pensamiento de la Revista Ciencia Digital.
El artículo queda en propiedad d=
e la
revista y, por tanto, su publicación parcial y/o total en otro medio tiene =
que
ser autorizado por el director de la Revista
Ciencia Digital.
=
[1] Escue=
la
Superior Politécnica de Chimborazo, Riobamba, Ecuador, maritza.larrea@espoc=
h.edu.ec