Nora Lucia Marulanda Angel

4 horas

CODIGO CIE

1-18-1

David Andrés Lasso García

Estudiante

0 Horas

Yesenia Osorio Castaño

Estudiante

0 Horas

Juan Manuel Martínez García

Estudiante

0 Horas

TIPO DE CONVOCATORIA

2017. Décimoprimera Convocatoria

TIPO DE PROYECTO

Investigación Aplicada

OBJETIVO(S)

General Objective: To foster the strengthening of compositional skills among undergraduate students from the Bilingual Teaching Program at Universidad Tecnológica de Pereira through a systematic writing assistance method that involves collaborative peer-tutoring sessions and the support from two faculty members. Specific Objectives: 1) To offer ongoing peer-tutoring conferences to students whose writing products require assistance. 2) To characterize students¿ error patterns from written samples collected at the beginning, middle, and end of the academic writing course. 3) To develop a set of writing assistance procedures for two professors to incorporate in their courses. 4) To measure the transfer of writing skills from the academic writing course to the two participating courses.

RESUMEN

This study was an action research as it looked for implementing a multi-strategy approach that entailed a process-oriented stance of writing and ongoing tutoring sessions throughout the composition of academic writing assignments. Moreover, a mixed-method research design was used since the data collection instruments were five-point analytical rubrics for analyzing the students¿ written productions, and questionnaires for gathering the participants¿ opinions in regard to the continuous feedback they received. The participants were 16 students taking the Academic Writing Course from a Bilingual English Teaching Program and whose ages ranged from 18 to 25. The results showed that students improved their performance in terms of grades as there was an average score increase of 0.8 from the initial to the last written tasks. Also, their errors diminished in 73% not only in the argumentative but also in the expository essays which corroborated the effectiveness of implementing the writing process approach as well as the professor¿s feedback and continuous tutoring sessions to improve tertiary education students¿ academic writing skills. Furthermore, although categories such as vocabulary and conventions demonstrated a clear betterment, there is still a necessity to emphasize more on these areas as they were the most challenging for students. On top of that, the participants¿ entries suggested that they require more one-to-one assistance in the process of writing their assignments as well as more spaces for developing their writing skills accompanied by rigorous standards and clear guidelines. Lastly, it was proved that having this systematized assistance protocol in an institutionalized academic writing assistance center will guarantee the transfer of students¿ writing achievements across the curriculum.

ESTADO

Concluye Satisfactoriamente

FECHA DE INICIO

22/01/2018

FECHA DE FINALIZACION

22/01/2019

FECHA DE FIN(PRÓRROGA)

22/07/2019

PRODUCTOS

Supporting English Language Learners' Academic Writing Development Through a Systematized Assistance Model

Artículos publicados en Revistas B, C ó D

The Impact of a Multi-Strategy Academic Writing Reference Handbook on Emergent Bilinguals¿ Cross-curricular Writing Competences

Pregrado

The Power of Systematized Assistance in the Development of Academic Writing Skills among English Language Learners

Ponencia en evento especializado