METHODOLOGICAL STRATEGIES IN THE

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Methodological Strategies in the Development of Writing Skills in English

Language

ABSTRACT

The following investigation paper aims to analyze the different methodological strategies used to

develop writing practices in the English language in a class with 68 students in the sixth grade of primary

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Estrategias Metodológicas en el Desarrollo de la Habilidad de Escribir en el

Idioma Inglés

muestreo por conveniencia. Para la obtención de los resultados se entrevistó al único docente de inglés

de la planta educativa, y cinco fichas de observación en las clases impartidas por la misma a los

estudiantes del sexto año. Los resultados reflejan que si bien los estudiantes tienen un vasto

conocimiento con respecto de las reglas gramaticales y ortográficas del idioma inglés existen falencias

en tanto la organización de las ideas afectando la claridad del texto. El estudio favorece a la

investigación y al área educativa, especialmente respecto a los factores a tomar en cuenta en el proceso

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INTRODUCTION

Function of the Methodological Strategies

When people talk about methodological strategies there are several opinions about the topic. According

to Arguello y Sequeira (2018), methodological strategies are discussed as the set of procedures that help

the teacher in the development of the learning–teaching process, allowing the students to improve skills

Gutiérrez et al., (2018) emphasize that methodological strategies are tools that not only contribute to

students’ learning, but also, to the interactions and the social relationship between teacher and students,

making learning environments that an innovative pedagogy that joins the learning and the classroom

Skills

Skills are described by authors as the set of habits, or as the capacity to successfully get the aim of each

activity (Milerian E. A.; 1958). And even are theorized as the capability of doing specific activities

García (2013) by side, defines skills as the expression of “know how to do it” that defines the action.

“There is the framework of each process that a student learns. Inside the linguistic field the skills to

When Gardner talked about the reading-writing process, he considered that the skill to develop is about

Writing Teaching Strategies

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novel with a single see, even if the kid is not able to elaborate it. (Tolchinsky, 1993; Camps, 1994;

Schneuwly, 1995). At the same time, Caldera (2003) sustains that writing teaching is formed by three

important factors: 1) writing as a product; 2) writing as a process; and 3) writing according to the

context. The first factor refers to the traditional method, focusing on the product composition analyzing

the superficial characteristics of the text, such as the grammar, the orthography, and the vocabulary; and

Malo Toledo (2020) suggested the use of diaries as a tool to encourage the growth of writing skills in

Otárola Heredia (2020) used technology implementation and the writing obtaining as a result not only

to identify of some strategies used nowadays by teachers and analyze of how psychomotricity affects

Methodological Strategies Propose for Writing Teaching

Students show several problems when they try to learn English language writing, among these reasons

readers can find the low level of technique application striking down the learners’ motivation; the lack

of preparation of the professor before a class also produces bad learning and an estrangement between

According to Varela and Villamil (2010), the most favorable strategies to improve writing in students

In the first part, the sentence maker is indispensable being the easiest part, followed by the knowledge

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The second step is gathered in practice, despite, it is necessary that the person got the previous

knowledge. Sadly, in the educative system exists failure in writing production, these mistakes are not

grammatical, linguistical, or even glossary (Arias, et al., 2012) English teaching has no importance that

the researchers would like it, consequently, learners handle with writing process without pass by the

pre-writing process. If students get the correct preparation, they will be able to create detailed

Writing Definition and its Elements

In so far as Numan (1991) “writing is a skill hard to acquire, especially in a second language” being

traditional model, but also, allows children to develop openly other skills such as listening, thinking

about the sounds, and avoiding the lack of letters in writing time. (Calderon, Carrillo & Rodríguez,

2006). Nevertheless, another defiance that revolves around English writing as a second language is the

inexistent phonetic relationship in the language, which conversely exists in languages such as Spanish

At this point, a technique called “free writing” appears to become a guide to students. In this technique,

learners can write their thoughts and ideas without worrying about grammar, orthography, and other

language parameters. Pupils don't need to think that this exercise going to be evaluated through grades,

just is necessary to give them 10 minutes before the class and ask them to write about a topic of their

interest. In addition to this Elbow expresses that “the best learning manner – in the practice, not in the

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METHODOLOGY

This research used a descriptive method with qualitative and quantitative methods, data were collected

through observation files which were applied to 68 students from the sixth grade in a primary school.

In addition, an interview was applied too to the unique English professor in the educative center. The

collection time was about 5 weeks during the academic period. It was necessary to request permission

from the respective authorities in the school and schedule an extracurricular meeting with the signature

teacher. The instruments were valid by five experts in the educative field, specifically in English

Researching context: The study was conducted in Chone City, Manabí, Ecuador, with 68 students and

Question 1: The skills to improve in the writing process are reading comprehension and vocabulary

Question 2: The strategies used by the professor in order to develop those skills are bingo, order words,

etc. To sum up, the teacher used gamification, allowing the strength of the abilities and skills acquired

Question 3: In one line text, the teacher guides students giving clear instructions and monitoring each

step. However, because of the large number of students and the low-class time the teacher cannot make

Question 4: Depending on the activity, the teacher incentivizes students. Consider that Lisa and

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Observation results

Table 1

The class’ aims must be clear and achievable

Students must comprehend the class aims to

The methodological strategy must be adequate

Methodological strategy must encourage

students’ participation and motivate them at the

In 60% of the classes, the strategy used by the teacher was accurate to learners’ study level, promoting

Table 2

Sometimes

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The second table keeps the constancy that students usually show knowledge about the orthographic and

Despite this, in referential classes, students do not show the correlation between their ideas, therefore,

In 60% of the classes, the teacher can give accurate feedback to their students, but in 40% of the cases

Related to the independent paragraph elaboration, students can work alone most of the time,

nevertheless, on some occasions they need the teacher to push more than usual in the elaboration of the