El método comunicativo
para desarrollar la escritura en EFL
Doris
Alexandra Chuquimarca Once.[1]
=
=
Recibido: 25-05-=
2020
/ Revisado: 28-06-2020 /Aceptado: 15-07-2020/ Publicado: 07-08-2020
Abstract. DOI: https://doi.org/10.33262/concienciadigita=
l.v3i3.1.1388
In the present
research, the Communicative Language Teaching Method (CLT) contributed in a
practical way in the teaching – learning process due to it helped to improve
the English level in the writing skill of the students of the Language Center at “Escuela Superio=
r Politécnica de Chimborazo.” Techniques based on CLT
significantly reduced mistakes in writing and let students write texts in a
clearly way. Thus, students were able to use English to write academic repo=
rts,
emails, letters, and notes in English in a better way. Also, thanks to the
interaction that students had through the CLT Method, the university got so=
me
benefits such as better teaching performance, writing production and academ=
ic
development. The triangulation of
methods, techniques and instruments was used to obtain accurate data and
intervene in the writing process. The empirical method let the
researcher-teacher collect information from the students’ performance in the
English class through an observation guide. Also, the Analytical Method, a
Cambridge test KET, and a content analysis table (Cambridge writing rubric)=
were
used in the research, to determine the students’ most common writing mistak=
es.
The Experimental Method was used to contrast the results obtained in a pre =
and
post-tests. The intervention was directly applied in the experimental group=
of
24 students to be contrasted with the control group. A descriptive and inferential statistic=
al
analysis served to demonstrate the possible change in writing skill after t=
he
intervention of the researcher. All these results demonstrated the positive
impact of the project on the improvement of the writing skill.
Key words: CLT, writing, English, learning,
improvement.
Resumen
En la presente investigaci=
ón,
el Método Comunicativo (CLT) contribuyó de manera práctica en el proceso de
enseñanza - aprendizaje al mejoramiento del nivel de escritura en inglés de=
los
estudiantes del Centro de Idiomas de la Escuela Superior Politécnica de
Chimborazo ". Las técnicas basadas en CLT redujeron significativamente=
los
errores en escritura y permitieron a los estudiantes escribir textos de man=
era
clara. Por lo tanto, los estudiantes pudieron usar el inglés para escribir =
informes
académicos, notas, correos electrónicos, cartas y otro tipo de trabajos aca=
démico
en inglés de mejor manera. Además, gracias a la interacción que los estudia=
ntes
tuvieron a través del Método CLT, la universidad obtuvo beneficios, como un
mejor rendimiento docente, producción de escritura y desarrollo académico. =
La
triangulación de métodos, técnicas e instrumentos se utilizó para obtener d=
atos
precisos e intervenir en el proceso de escritura. El método empírico permit=
ió
al investigador-maestro recopilar información del desempeño de los estudian=
tes
en la clase de inglés a través de una guía de observación. Además, el método
analítico, una prueba KET y una tabla de análisis de contenido (rubrica de
Cambridge) se utilizaron en la investigación para determinar los errores de
escritura más comunes de los estudiantes. El Método Experimental se utilizó
para contrastar los resultados obtenidos en una prueba previa y posterior. =
La
intervención se aplicó directamente en el grupo experimental de 24 estudian=
tes para
contrastar con el grupo control. Un análisis estadístico descriptivo e
inferencial sirvió para demostrar el posible cambio en la habilidad de
escritura después de la intervención del investigador. Todos estos resultad=
os
demostraron el impacto positivo del proyecto en la mejora de la habilidad de
escritura.
Palabras Clave:=
CLT, escritura, inglés, aprendizaje, mejoramiento=
.
Introduction
English is considered as the most important langua=
ge
around the world. A great number of bibliographical materials is written in
this language. Based on this reali=
ty,
students need to know how to write in English for intellectual production. =
The
need for a method to develop the English writing skills is unquestionable. =
In
several countries around the world there are studies that demonstrate how
methods to teach the English language have improved the result in the teach=
ing
learning process. One of these re=
levant
methods is the Communicative Language Teaching (CLT) which can affect the
development of writing in a foreign language in the construction of texts f=
or
academic, scientific, economic, cultural, and social purposes. For the
construction of these texts, effective writing development techniques are
needed, not only as a set of words and rules but also as a determining elem=
ent
for the construction of meanings and interaction. This idea is reaffirmed b=
y Bowkett, (2014)who argues that the analysis and teaching of gramm=
ar
in L2 (foreign language) is not enough. It is necessary to change this orth=
odox
practice for extensive practice of writing in non-native student. CLT impro=
ves
the productive writing through interaction in community. It is important to
arouse interest and help learners to increase their writing production. The
need for improvement writing skills is evident in English students of the
Language Center at ESPOCH. Writing must be improved in communicative achiev=
ement,
organization, and language. These aspects were observed and evaluated in
everyday practice in the classroom.
Writing is taught from the earliest ag=
es,
not only as an opportunity to learn, to know, to create, to access other wa=
ys
of life, but as Grabe & Kaplan, (2014) mentions, we must not lose sight of t=
he
child's need to train in reading and writing to understand what surrounds h=
im.
Writing is for life itself, the illiterate is condemned to not understand t=
he
writing of posters, maps, important information for procedures, to interact
with this world of letters. From this point of view Roe, S. Roe & Ouden, (2018) mentions that this process does not o=
ccur
spontaneously, but occurs at a certain moment, it obeys stages such as
preparation, introduction, systematic teaching and finally reading and writ=
ing
as a learning tool. Julián & Silvia (2014) mentions writing as a problem in the
educational system in all parts of the world and at all levels. Rahma (2014) explains that many times writing is
limited to memorization, inconsistency and does not develop logic and
creativity. At a higher level, the problem is repeated not only in universi=
ty
students but also in teachers, as mentioned by Wallbank, (2018)
This book discusses the role that
integrated science and higher education policies may play in further
democratizing and promoting social-economic development in Latin America. It
suggests that such democratizing and development may be achieved in two com=
plementary
ways: i) broadening the access to knowledge thr=
ough
formal learning processes of higher education, and ii) promoting the advanc=
ed
qualification of people while strengthening research institutions. The book
shows how this entails a complex process of policy integration, with an
emphasis on human resources and institutional issues combined in processes =
of
technical change. It discusses in detail the three main challenges that most
Latin American countries face in a globalized age, based on knowledge and
ever-evolving learning processes. These challenges are the need to broaden =
the
access to higher education; to make this access more socially balanced; and=
to
recover from a long gap in investing in knowledge production and disseminat=
ion.
This book treats these issues from a variety of conceptual and methodologic=
al
perspectives that present a contribution to the field of science policy and
higher education studies, and inform policymakers in Latin America Horta et al. (2015) indicates that Ecuador has relatively=
low
level of scientific production in the world, along with some Latin American
countries. This is due to various factors, such as bibliography, financial =
and
human resources. The most important factor is undoubtedly the human factor,=
who
produce scientific knowledge, teachers, students, public and private compan=
ies.
This project is focused primarily on students, future professionals who lea=
rn English, who develop the writing process=
in
this language. Alamargot & Chanquoy, (2012) present the existence of three proces=
ses
in writing (elaboration, expression, revision) and the possibility of
intervening in the stages of this process. To intervene in the writing proc=
ess is
necessary to know the appropriate methodology. Some researchers agree that =
CLT
is a useful tool for developing communication skills. Richards et al., (2001) says the development of writing skill=
let
the learners to frame a language . Larsen-Freeman (2000) considers that the application of efficient methods can develop writing, he agrees with Richards, (2006) who declares that CLT improves
communication thanks to the combination of several didactic elements. The
factors involved in this process are: study plan, materials, techniques and=
essential
activities to put the communication skills into practice.
Based on these precepts, the fundament=
al
idea was to motivate the teacher so that they, in turn, would be the guide =
for
their students. A joint work was carried out in the classroom, both students
and teachers, trying to go beyond theoretical contributions, the idea was to
develop a network of communicative and intellectual interaction that allows=
the
permanent development of the English language, knowledge and social
interaction.
The development of writing skills is
essential in the process of teaching and learning English; A teacher cannot
improve the students' level of English without this skill. English learners=
use
this skill when they do research reports, when they present class work, or =
when
they interact via email or text message. Teachers and researchers have work=
ed
to develop this skill by applying the Communicative Method. This study led =
to
the hypothesis that the Communicative Language Teaching Method positively
influences the writing development of ESPOCH students.
The
influence of Communicative Language Teaching on the writing process in the
students of the ESPOCH Language Center was analyzed. The essential
inspiration of this project was to fundamentally rise above in the instruct=
ive,
logical, and social viewpoints. Adding to the scholarly improvement of ESPO=
CH
understudies, with methods dependent on CLT to improve these abilities. Writing correctly gave students the likelihood to perform better on tests, interfa=
ce
in the scholastic and scholarly world, and It was a significant apparatus i=
n teaching practice. Based on the above, the teacher and
researchers have worked to develop this skill by applying the teaching of t=
he
communicative method. Hinkel,( 2011) mentions that the combination of the =
CLT
method with other resources helps improve the level of writing of people
learning English
Methodology
The examination is quantitative-subjective,
observational, diagnostic, trial, socio-instructive, bibliographic-narrativ=
e,
field and correlational. It is quantitative-qua=
litative
because it takes numerical and descriptive data, through the instruments
applied to determine the reality to be examined. The association in =
the
homeroom permitted to acquire helpful information to
intervene in the problem in question, which is why this is an empirical and
field investigation. Thorough analysis using the Cambridge KET writing rubr=
ic
identifies this research as analytical. It is an experimental investigation
because it contrasts data from a pre and a post test in a control group and=
an
experimental group, it is socio-instructive on the grounds that it
underpins the accomplishment of the goals of the National Plan "Toda u=
na vida", which =
is
to fortify the limits and capability of the citizenship. Besides, the
utilization of solid sources to altogether investigate the factors, and the
connection between CLT and writing exhibit that this
is a bibliographic and correlational investigation.
In the analytical cycle, three sorts of examination
were confirmed: illustrative, applied and contrastive, through graphic
exploration the significant highlights of the issue were called attention t=
o,
the properties referring to it were detailed and
finally the population trend based on writing test was described. . The
research seeks the solution to the problem of low-level writing in the stud=
ents
of the ESPOCH Language Center, for this purpose, techniques based on CLT wo=
rked
by the researcher were applied throughout the mentioned academic period.
Finally the information was looked at by utilizing a pre-test and a
post-test planned for measuring composing and exhibiting in quantitative te=
rms
the degree of composing improvement of thestudy group=
.
The development of a matrix served to operationalize the factors, an=
d to
plan a hypothetical structure in a deductive wa=
y to
elaborate the state of the art, it also served to determine in hierarchical
order the fundamental concepts of the variables, the dimensions and the
indicators that allowed the elaboration of the instruments to know the leve=
l of
students in writing.
Then the instruments for obtaining data
from the writing pretest were developed, applied, and organized. CLT based
techniques were applied to improve composing.
Introduction and correlation of measur=
able
information dependent on the aftereffects of the instruments, content
examination table, observation guide (rubric) and contrastive statistical
analysis, in the pre and post test between the
experimental group and the control group, this served to demonstrate
Hypothesis formulation
The hypotheses stablished are raised t=
o be
accepted or rejected according to the test results.
Null Hypothesis
The application of techniques
using CLT will not improve the students’ English composition of the ESPOCH
Language Center
Alternative Hypothesis
The application of techniques
using CLT will not improve the students’ English composition of the ESPOCH
Language Center
Population and Sample.
The population made up of the 48 stude=
nts
from the ESPOCH Language Center was the population for this research.
The sample of 24 students was
picked thinking about the practicality of executing the project, the analyst
filled in as an educator in the period and course referenced. It merits
referencing that there is no university in the =
city
that has a similar degree. The following is presented in the following tabl=
es.
Population
|
Population |
Frequency |
Percentage |
|
Students |
48 |
100% |
|
Total |
48 |
100% |
=
Source: Direct
research
=
Autor: Chuquimarca D. Ecuador, 2019
Sample
|
Sample |
Frequency |
Percentage |
|
Experimental group |
24 |
50%<= o:p> |
|
Control group |
24 |
50%<= o:p> |
|
Tota=
l |
48 |
100%=
|
=
Source: Direct
research
Author: Chuquimarca
D. Ecuador, 2019
Techniques and instruments.
Content analysis table
To obtain quantitative data, a
Cambridge KET test and a rubric were used as a table of content analysis th=
at
aimed to quantify the level of writing of the population and sample in a pre
and posttest. The aspects evaluated in this instrument were Communicative
achievement, organization, and language- This instrument allowed to have a
clear perspective of the problem, to elaborate an intervention project and =
to
establish the research hypotheses.
Observation Guide
The second instrument used was born=
in
daily teaching practice, it was an adapted observation guide from ADDIN ZOTERO_ITEM CSL_CITATION
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(Chen,
2014) it was used on a monthly periodic basis, this instrument measured t=
he
way the CLT method was applied to the students' level of writing. This
instrument served to investigate the underlying aspects of the Communicative
Language Teaching Methods and how to improve it during its execution-
Comparative statistical analysis
The results obtained during the pre=
and
posttest were descriptively and inferentially contrasted. These were analyz=
ed
with T-students and were used to contrast the results obtained in the
experimental group and in the control group.
Results and discussion
The study "Communicative Langu=
age
Teaching to develop the writing skill in EFL" demonstrates the correla=
tion
between the CLT variable and the writing dependent variable. The triangulat=
ion
of instruments demonstrated what was stated in the alternative hypothesis:
"The application of techniques based on the CLT will improve students’
writing level at ESPOCH Language
Center." A diagnostic test is taken as a starting point. At first glan=
ce,
in the post test after the application of techniques based on CLT, an
improvement in the qualification of the students in the KET test is evident,
that is, an increase in the level of writing in general in the instrument
rubric from Cambridge. The increase of 1.2 in the experimental group while =
in
the control group the improvement is just 0.6% points in the total grade for
the course. This is not enough, the purely descriptive plane had to be
transcended and we worked with a T- students test, the change between the p=
re
and post test was statistically analyzed.
Total KET test
|
KET test Total Results |
Pre-test control group |
Post-test control group<= o:p> |
Pre-test Experimental gr=
oup |
Post-test Experimental <= o:p> group |
|
2,81 |
3,24 |
2,63 |
3,57 |
=
Source: Direct research
=
Author: Chuquimarca D. Ecuador, 2019
=
Source:
Direct research
=
Author: Chuquimarca D. Ecuador, 2019
Observation Guide
The second instrument, the observation guide, which
consisted of an observation guide modified by Chen (2014), shows a signific=
ant
improvement in all aspects of the evaluation during the interaction of stud=
ents
with the teacher, in pair work, work group and individual student work
Observation Guide
|
GUÍA DE
OBSERVACIÓN CLT |
|||||
|
Evaluated
aspects |
Observation =
1 |
Observation =
2 |
Observation =
3 |
Observation =
4 |
|
|
In teacher t=
alk |
support |
3.8 |
3.9 |
4.1 |
4.1 |
|
Questioning<=
/span> |
3.8 |
4.1 |
4.3 |
4.5 |
|
|
Talk managem=
ent |
3.3 |
3.5 |
4.3 |
4.5 |
|
|
Topic=
|
3.6 |
4.0 |
4.2 |
4.4 |
|
|
In pair/group
work |
Design |
4 |
4 |
4.5 |
4.5 |
|
Students’
behavior |
3 |
4 |
5 |
5 |
|
|
Teacher stra=
tegy |
4 |
4 |
4.5 |
4.5 |
|
|
Individual |
Writing repo=
rt |
3 |
3.2 |
3.4 |
3.9 |
|
work<=
span
style=3D'font-size:10.0pt;font-family:"Times New Roman",serif;mso-fareast=
-font-family:
"Times New Roman";color:black;mso-ansi-language:ES;mso-fareast-language:E=
S'> |
<= o:p>
=
Source: Direct Research
=
Author: Modified from, Chen (2014)
=
Source: Direct Research
Author: Modified from, Chen (2014)
The Observation
Guide for Communicative Language Teaching was helpful in verifying errors in
general English language development and in improving the problems studied =
in
the KET rubric. After data collection, theorizing, applying CLT, and analys=
is
of the data obtained, it was determined that students have improved their
writing level. The CLT application has evolved with the evolution of writing
skills in students from the ESPOCH Language Center. The results obtained in
this instrument are positive in all aspects studied, especially emphasized =
in
the results obtained in the writing of written reports of the students.
Comparative statistical analysis
In the following table it is possib=
le
to observe the variation of the results, in the pre and post
test in the experimental an control group, this results were analyzed
thought T-student to determine its validity with statistical data.
Result KET pre and post test
|
KET TEST |
||||
|
Control group |
Experimental=
Group |
|||
|
Student |
Pre-test |
Pos-test |
Pre-test |
Pos-test |
|
S1 |
2 |
2 |
1 |
3 |
|
S2 |
3 |
4 |
2 |
3 |
|
S3 |
1 |
3 |
3 |
4 |
|
S4 |
3 |
3 |
3 |
3 |
|
S5 |
4 |
4 |
3 |
4 |
|
S6 |
2 |
2 |
2 |
2 |
|
S7 |
3 |
3 |
3 |
3 |
|
S8 |
3 |
3 |
2 |
3 |
|
S9 |
4 |
4 |
4 |
4 |
|
S10 |
3 |
3 |
3 |
3 |
|
S11 |
1 |
3 |
3 |
5 |
|
S12 |
3 |
3 |
2 |
3 |
|
S13 |
3 |
5 |
1 |
3 |
|
S14 |
4 |
4 |
4 |
4 |
|
S15 |
2 |
3 |
2 |
4 |
|
S16 |
2 |
2 |
2 |
3 |
|
S17 |
4 |
4 |
3 |
4 |
|
S18 |
3 |
3 |
3 |
4 |
|
S19 |
1 |
3 |
3 |
4 |
|
S20 |
3 |
3 |
3 |
4 |
|
S21 |
2 |
2 |
2 |
3 |
|
S22 |
3 |
3 |
1 |
3 |
|
S23 |
4 |
5 |
4 |
5 |
|
S24 |
3 |
3 |
3 |
4 |
|
Mean<=
span
style=3D'font-size:10.0pt;font-family:"Times New Roman",serif;mso-fareast=
-font-family:
"Times New Roman";color:black;mso-ansi-language:ES;mso-fareast-language:E=
S'> |
2,81<=
span
style=3D'font-size:10.0pt;font-family:"Times New Roman",serif;mso-fareast=
-font-family:
"Times New Roman";color:black;mso-ansi-language:ES;mso-fareast-language:E=
S'> |
3,24<=
span
style=3D'font-size:10.0pt;font-family:"Times New Roman",serif;mso-fareast=
-font-family:
"Times New Roman";color:black;mso-ansi-language:ES;mso-fareast-language:E=
S'> |
2,63<=
span
style=3D'font-size:10.0pt;font-family:"Times New Roman",serif;mso-fareast=
-font-family:
"Times New Roman";color:black;mso-ansi-language:ES;mso-fareast-language:E=
S'> |
3,57<=
span
style=3D'font-size:10.0pt;font-family:"Times New Roman",serif;mso-fareast=
-font-family:
"Times New Roman";color:black;mso-ansi-language:ES;mso-fareast-language:E=
S'> |
=
Source: Direct Research
=
Author: Modified from, Chen (2014)
|
Paired Samples =
Statistics |
|||||
|
|
Mean |
N |
Std. Deviation |
Std. Error Mean |
|
|
Pair 1 |
Pre test |
2,750 |
24 |
,9441 |
,1927 |
|
Post Test |
3,208 |
24 |
,8330 |
,1700 |
|
Paired Samples =
Correlations |
||||
|
|
N |
Correlation |
Sig. |
|
|
Pair 1 |
Pre test & Po=
st
Test |
24 |
,622 |
,001 |
|
Paired Samples Test |
|||||
|
|
Paired |
||||
|
Mean |
Std. Deviation |
Std. Error Mean |
95% Confidence Interval of the
Difference |
||
|
Lower |
|||||
|
Pair 1 |
Pre test - Post T=
est |
-,4583 |
,7790 |
,1590 |
-,7873 |
|
Paired Samples Test |
|||||
|
|
Paired |
t |
df |
Sig. (2-tailed) |
|
|
95% Confidence Interval of the
Difference |
|||||
|
Upper |
|||||
|
Pair 1 |
Pre test - Post T=
est |
-,1294 |
-2,882 |
23 |
,004 |
The study has a serious extent of legitimacy and
dependability, the systematization in a subjective and quantitative plane, =
the
show through factual tasks and the bibliographic help make this a demonstra=
ted project.
Universally tried instruments were utilized to complete this subjective and
quantitative examination. The instruments creat=
ed by
the researcher were evaluated by peer researchers with a long history, with
publications at national and international level.
If writing is
studied as a complex process that integrates symbols for the production of
academic and scientific texts, in order to disseminate knowledge, then it is
necessary to analyze it carefully, Sadeghi, (2014) mentions that writing is an intellect=
ual
process that involves social interaction with the community, is a way of ma=
king
known to the world ideas about social reality, of examining through the tex=
ts
the actions of individuals and the masses to present readers with a perspec=
tive
of the context they study, also mentions that this process is not restricte=
d to
any language, but extends to all languages and genres. I have=
taken
the starting point for the implementation of the CLT method to better this
skill.
Research by Renandya & Widodo, (2016) mentions the
blend of the CLT technique and mechanical assets, can help improve the degr=
ee
of composing and language learned in general. T=
he
impact of this technique on the improvement of composing capacity and its
significance for learning English is delayed in the classroom, Savignon, (2008) investigated the application of CLT-b=
ased
techniques for high school students with very good results. VYAS & PATEL, (2015) explains that the proper application =
of
this method significantly improves communication skills. (Renandya & Widodo, 2016b)share this idea, The impact of these s=
et
of techniques on the improvement of
composing capacity and its significance for learning the development of
communication skills. Finally, Hall & Hewings (2013)argues that the basic principles of CLT
were that language and communication skills should not be treated in isolat=
ion.
But writing is=
not
merely social, Mayer & Alexander, (2016)mention the intellectual operations th=
at
an individual carries out when writing a text are sophisticated. The authors
define the action of writing as "the set of distinctive thought proces=
ses
organized or orchestrated by the writer during the act of composition."
Hence, it is possible to agree with Minto, (2009) that “the students' writings are not
intended to transmit knowledge, but rather to demonstrate that the same
knowledge has been acquired. Torode, (=
2016) supports the idea that writing is a
social practice that implies a recursive process that aims to guide the
achievement of a final product.
The role of the
CLT method, unlike traditional methods, is undoubtedly to carry out the
teaching process in which students are considered active participants, this
allows students to structure their ideas and translate them into writing.
Creativity, will, imagination, and well-being are positive characteristics =
of
this evolutionary method. McDonough & Shaw, (2012) mentions that the CLT method are
evolutionary that allow both development of knowledge of languages
and content and that in turn allows social interaction.
Vongxay (2013) raise the need for the implementation=
of
a curriculum based on Communicative Language teaching. This will allow writ=
ing
to be developed both intellectually and socially. However, the authors argue
that teachers should cease to be the
center of effective educational plan execution. There is no doubt about the
impact the educator has on the development, application, and change of methods and on achieving results in communication
skills. However, G. Hall, (2016) states that the application of a
CLT-based curriculum requires complete flexibility on the part of teachers.
Activities that require effective interaction, that is, communication, are
required. The teacher in this way allows students to acquire knowledge while
developing language. As a product of this interaction, it is possible to bo=
rrow
texts written by the students in which they demonstrate the acquisition of
language. Writing as mentioned is a complex process that serves to produce
texts, but can also develop logical and critical thinking to present readers
with a perspective of the context they study, this process is not restricte=
d to
any language, but extends to all languages and genres. It is
necessary to understand writing as a process that is carried out in several
logical stages and therefore the need for a method.
To synthesize
these ideas, Torode, (2016)=
agrees that writing is a chain of objectives that are
presented in subjects and in objects immersed in in this process. Between t=
he
subjects, teacher and students and methodology applied for teaching. In this
way, the need for a method that allows generating a strategic plan to produ=
ce
texts becomes imperative. CLT is constantly restructuring the objectives
throughout the writing form to critical and social entities that transmit
structured thoughts.
Conclusions
·&nb=
sp;
The improvement of the study permitted the English learners of the
ESPOCH Language Center to be given an instrument to create writing in the
English language. Imaginative methodological strategies were connected to t=
his
skill. The use of the CLT technique permitted to intercede in the creative
cycle at all stages: pre-writing, association, writing and modifying. The l=
ast
stage was especially intervened, but the applied techniques contemplate
reading, prior organization of ideas and preparation of drafts by students =
as
homework; notwithstandin=
g,
the viewpoint that was chipped away at in detail was altering, which compri=
sed
of remedying composing mistakes. Along these lines, the scholarly compositi=
on
of the contemplated test was improved quantitatively and subjectively, as
indicated by the KET rubric, the understudies' evaluation was expanded by 1=
.2
normal in the last grade of the experimental gr=
oup,
this is proportionate to 25% of the evaluation . It merits referenci=
ng
that the item assessed by this rubric are: Comm=
unicative
achievement, organization language. The outcomes acquired were shown=
in
measurable terms. Through the observation guide=
, the
development of the communicative method and the development of the writing
skill were followed up. The academic effect is unmistakably proven,
which shows the adjustment in the degree of cognitive level and, the
improvement of composing, a perspective that encourages composed
correspondence, simultaneously it can produce
reliable texts.
ADDIN ZOTERO_BIBL
{"uncited":[],"omitted":[],"custom":[]}
CSL_BIBLIOGRAPHY =
Alamargot, D., & Chanquoy, L. (2012). Throu=
gh
the Models of Writing. Springer Science & Business Media.
PARA CITAR EL ARTÍCULO INDEXADO. Chuquimarca Once, D. A. (2020). Communicative language teachi=
ng
to develop the writing skill in EFL . ConcienciaDigital,
3(3.1), 275-288. https://doi=
.org/10.33262/concienciadigital.v3i3.1.1388 =
El artículo queda en propiedad de la revista y, por
tanto, su publicación parcial y/o total en otro medio tiene que ser autoriz=
ado
por el director de la Revista Conc=
iencia
Digital.
[1]Escuela Superior Politécnica de Chimborazo, Riobam=
ba,
Ecuador, doris.chuquima=
rca@espoch.edu.ec