El desarrollo de la escritura mediante la implementación de estrategias didácticas para el aprendizaje del inglés en estudiantes de grado noveno I de la Institución Educativa Colegio Puerto Santander (Colombia).

Abstract

This research-action aimed at developing creative writing skills in English, through the implementation of teaching strategies, in ninth graders of the Puerto Santander High School. Research, part of the essence of communicative and didactic competence in teaching English as a foreign language, with special interest in textual production as a basic part of such competence. The methodology responds to the characteristics of qualitative research. Data collection is done through techniques such as interviewing, participating observation, field diary and then analyzing, through the technique of content analysis, the level of performance in written production of students and identifying some common characteristics that are key to the design of the workshops and their evaluation. To this end, a series of strategies were implemented through six pedagogical sequences in the classroom to a sample of six students. Finally, it was concluded that didactic strategies to improve writing in ninth grade students were very successful, such as: rewriting, which involves taking notes in class as well as the use of the bilingual dictionary, the memorization strategy, which It involves group exercises, oral presentations, etc., feedback, which the student can correct himself and his classmates. Therefore, it was concluded that writing could be more successful as long as they had technological tools such as the internet at their disposal but unfortunately it is not there. Likewise, it is inferred that learning English starts a little late. In fact, the results would be better if it started from the beginning of the formal study, from the first grade.