USE OF WORKSHEET ON THE

DEVELOPMENT OF THE WRITING SKILL IN

ENGLISH LANGUAGE LEARNING

Lic. Ulbio Gonzalo Farfán Corrales

ulbio.farfan@uleam.edu.ec

https://orcid.org/0000-0002-5703-5170

Eloy Alfaro University of Manabí – Ecuador

Lic. Esperanza Monserrate Heredia Mendoza

eherediam@uteq.edu.ec

https://orcid.org/0000-0003-2372-1487

State University of Quevedo

Eloy Alfaro University of Manabí – Ecuador

were used such as the interview of 8 English teachers and a structured survey to 54 students of ninth and

tenth grade of upper basic education in a rural school of Jama, the analysis of the qualitative data

provided by the interview technique were transcribed verbatim and the responses of the surveys were

tabulated and analyzed quantitatively using descriptive techniques, such as frequencies and percentages.

The results revealed that the worksheet has had a positive impact on English learning, there is

improvement in writing skill, the worksheet allowed them to learn vocabulary, connectors and the

effective construction of sentences and paragraphs. In conclusion, this study demonstrates the

importance of the worksheet in the classroom, as it promotes thinking and application of acquired

knowledge, thus avoiding reliance on translation and allowing students to think, understand, and speak

in the target language more effectively.

Correspondencia: alfredo.mero@uleam.edu.ec

RESUMEN

La hoja de trabajo es una herramienta invaluable para el desarrollo de habilidades de escritura en inglés,

esta abarca ejercicios de gramática, vocabulario, comprensión de lectura y escritura creativa, los cuales

pueden adaptarse a diferentes niveles de habilidad. El objetivo de este estudio es evaluar el impacto del

uso de la hoja de trabajo en estudiantes de noveno y décimo grado; enfocado en el desarrollo de la

habilidad de escribir. Metodología: es una investigación de carácter cuali-cuantitativo utilizando los

aprendizaje del inglés, hay mejora en la habilidad de escritura, la hoja de trabajo les permitió aprender

vocabulario, conectores y la construcción efectiva de oraciones y párrafos. En conclusión, este estudio

demuestra la importancia de la hoja de trabajo en el aula, ya que promueven el pensamiento y la

aplicación del conocimiento adquirido, evitando así la dependencia de la traducción y permitiendo a los

estudiantes pensar, comprender y hablar en el idioma meta de manera más efectiva.

Palabras claves: enfoque, métodos, aprendizaje, enseñanza, segunda lengua

implementation of different methodological proposals as a result of advances in didactics, linguistics,

psychology and other disciplines (Gooding de Palacios, 2020). English is an increasingly valued skill in

the globalized world in which we live (Ministerio de Educación, 2016).

Educators and linguists have constantly searched for effective strategies and tools to facilitate the

teaching-learning process of the English language (Gooding de Palacios, 2020). In this regard, a widely

used tool that has been shown to have a significant impact on the development of writing skill is the

worksheet, this is a pedagogical resource that provides an organized structure for students to practice

and develop specific skills in the context of writing in English, worksheets can vary in format and

content, but they usually include exercises ranging from grammar and vocabulary to writing complete

texts.

states that the acquisition of a second language is indispensable in this new century, starting with the

teaching of a second language in rural schools.

In addition, this article also seeks to encourage reflection and debate in the educational community on

the importance of using appropriate tools and resources to improve the teaching and learning of English

language, especially in the context of writing skill. Starting from the fact that human beings, in their

natural development, acquire the ability and skill to master at least one language; however, the

acquisition of a second language is indispensable in this new century, starting its teaching in rural

schools.

advantage of this context and the differences between students, thus enriching joint learning, by

considering different aspects of multigrade didactics, such as the didactic resources that support the

methodology used (Villamizar & Jaimes, 2021). The objective of this research will be to evaluate the

impact of the use of the worksheet in tenth grade students focused on the development of writing skills

during the teaching-learning process of English.

Furthermore, to assess the impact provides valuable insights into how personalized resources, such as

worksheets which can be strategically employed to improve learning outcomes. This information is

particularly relevant in the context of a rural public school, where resources may be limited and finding

effective teaching strategies is imperative to providing quality education and “the lack of specific and

adequate teaching resources to address teaching and learning in multigrade classrooms” (Carrete Marín

effective strategies that can comprehensively improve the writing proficiency of these students, the field

of action encompasses the teaching-learning process. Despite efforts to implement standard teaching

methodologies, students continue to face difficulties in achieving mastery of written expression. This

problematic situation arises from a combination of factors, including limited access to supplemental

resources and potential gaps in instructional strategies tailored to the specific needs of rural students.

Research questions

1. How do students perceive the effectiveness of the use of worksheets in English language classes?

2. How does the incorporation of the worksheets impact on the writing skill proficiency?

The present research seeks the breakdown of the study variables, exploring the use of the worksheet by

teachers and the impact on the development of writing skill in the teaching-learning process of English

language in the ninth and tenth grade students.

Human beings, in their natural development, acquire the ability and skill to master at least one language;

however, in the acquisition of a second language, when they are adults Krashen (2013), establishes

hypothetically, this acquisition occurs in two forms, unequal and autonomous in order to develop second

language competence. It expresses language attainment explicitly and implicitly. In the first, second

language learning is a process similar to that which children develop when learning their mother tongue.

In the other, learning is informal and natural. Krashen (2013) focuses on the second language theory

where children acquire the second language while adults learn it. In the successive stages of teaching

humanistic, as presented in the diagram entitled “Methods Approaches to the teaching of English

Language” (López Montañez, 2019).

The worksheets, according to Martínez, Faba, and Guirado (2023) “They are a representation of the

individual educational reality carried by a medium, with educational intentionality”; as well as, “is a

necessary didactic resource, with a structuring function of the contents, they have a marked operational

character, their use establishes interdisciplinary relationships and develops skills” (Escobar Sánchez,

2017), in this case, in the planning of teaching activities, where they use didactic procedures for the

teaching of English. The above criterion is assumed because the designed worksheets reveal, in essence,

the established elaboration and evaluation criteria.

can be considered one of the most important, the new society demands students capable of functioning

in a multicultural and multilingual context, hallmarks of the present and future society in which they

will live. Also, in order to Quintero, Bustillos and Amaguaya (2023) today's schools must take on these

demands and respond to them by training students to live in an environment characterized by mobility.

Cuenca (2021) states that the choice of the best method in language teaching is extremely difficult for

the teacher, since we cannot talk about a single effective method as it is not possible to refer to a certain

type of student for which it is indicated and motivating, but it is necessary to focus on the positive impact

of the use of worksheets on writing skills that will extend beyond the classroom, positively influencing

students' performance on assessments and writing assignments (Suárez Abrahante & Espinosa Freire,

2019). The worksheets offer structured and specific exercises that allow students to practice specific

or berliz. There is a structuralist approach and it has key factor as: audio-oral, situational and

audiovisual. Finally, there are the communicative and humanistic approach which seek in the learners a

total physical response silence, sugestopedia, neuro-linguistic programming and multiple intelligences.

This model helps greatly to make learning English more enjoyable for students, thus that teachers are

responsible, at least at the beginning of the phases and for guiding students through them, they are

something like a moderator. It is necessary for the teacher to establish equality and trust in the

environment, this can be achieved by accepting all suggestions and avoiding making value judgments.

to those that they consider will serve them best according to their context (Garcia Gúzman, 2019). In

this sense, some of the most common skills are set out and they are acquired or should be acquired when

studying a new language.

Oral and written skills. There are four ways that language can be used, and they go on the function

that each person plays in the communication process—that is, on whether the message is intended to be

received orally or in writing. These ways are speaking, listening, reading and writing, the student who

wishes to learn a second language effectively must learn to know and master them, in such a way that

the differences between oral and written skills have triggered controversial studies and debates, since

some authors give priority to what were once called, erroneously, active skills, which were speaking

and writing, because they were considered externally observable.

read and write and it is assumed that they can already speak. Therefore, the ability of oral production or

expression has been somewhat forgotten, the only way in which speaking correctly is valued and

remembered that it is an essential and basic skill in the training of students, is when one of them has a

very marked deficiency.

Writing competence

The development of writing competence within the classroom context, teachers are using worksheets

more and more as a teaching tool to scaffold students' writing skill. The effectiveness of explicit writing

instruction, which entails segmenting the writing process into doable phases and offering students

worksheets or other structured practice tasks to help them reinforce writing concepts and practices.

of worksheet forms, including visual organizers, writing prompts, and peer review sheets. This allows

them to provide scaffolding and assistance to their students as they advance their writing skills. For

different learning styles and needs, modify the activities and resources. Language can only be carried

out in four different ways, depending on the role that the individual has in the communication process,

that is, according to whether he acts as sender or receiver and whether the message will be oral or written

(Hernández Gómez, 2020).

In addition, the utilization of worksheets can be employed as a strategy to foster student independence

and self-control. Teachers can enable students to take charge of their writing process and make well-

informed writing judgments by giving them well-structured writing assignments and guidelines. With

the help of worksheets, teachers can help students develop strategic thinking and metacognitive

competency. Teachers help students with this process by teaching them different pre-writing techniques,

like mind mapping, outlining, and brainstorming, which enable them to develop and arrange ideas before

drafting.

Additionally, writing competence is the ability to modify tone and style for various audiences and goals.

In order to assist students in properly adapting their writing to various settings, teachers provide

guidance on writing context, which includes audience expectations, genre conventions, and the text's

intended purpose.

Revision and feedback are essential to helping students become proficient writers in the classroom.

Instructors give students timely, helpful feedback on their writing, pointing out their strengths and areas

between 30% and 40% of the time should be dedicated to reading, considering it fundamental for the

development of vocabulary and text comprehension. Some emphasize reading comprehension and

promote writing as a complement. An approximate distribution of time is proposed: 30% for reading,

25% for writing and 25% for listening to develop listening comprehension.

Analysis of the survey

1. How many hours of English class do you receive per week?

To answer this question, a survey was applied to students to collect information regarding in number of

hours of English classes received per week and thus could analyze each perspective of fifty four

participants, the results of the analysis are shown below:

participants, the results of the analysis are shown below:

the teacher, which facilitates the learning process and the completion of the assigned tasks. In the same

way, 11% answered negatively, indicating that they do not find the worksheet comprehensible, which

shows that a significant group of students face difficulties in understanding the instructions or activities

presented in the worksheets, due to various factors, such as the complexity of the language used, the

lack of clarity in the instructions or the lack of adaptation to the individual needs and levels of the

students. In addition, 6% of students responded that comprehension of the worksheet is variable,

indicating that sometimes they find it comprehensible and other times not, a response that highlights the

importance of consistency and clarity in the delivery of instructions and activities in the worksheets.

4. Do you think the worksheet your teacher uses helps you give feedback on what you have learned

in class?

2% suggest that worksheets do not help them at all in feedback raises a more serious concern, it is

essential to research and address these issues to ensure that all students can benefit from worksheets as

a valuable feedback tool.

5. Are the materials your teachers use for reading and writing motivating?

To answer this question, a survey was applied to students to collect information regarding are materials

motivating for reading and writing, and thus could analyze each perspective of fifty four participants,

the results of the analysis are shown below:

foreign language is fundamental to its learning, Santana (2013) suggests that “approximately 8-10 hours

per week of constant exposure to a second language is needed to acquire communicative skills close to

those of a native speaker”. Therefore, increasing the number of hours of English lessons per week could

accelerate the process of language acquisition and improve students' language skills. In contrast to the

results obtained, 91% of the respondents claim to receive 1 hour of lessons per week. Furthermore,

Vásquez (2018) refers to the fact that active interaction with the content, through activities such as

debate, problem solving or group discussion, is essential for a more solid understanding. The results

obtained agree with these authors, as 69% state that they do manage to write because they understand

the worksheet.

For authors such as Pochi and Craigie (2018) rather than relying just on worksheets, it is important to

ideas and to express them clearly. However, the results differ from the authors mentioned above, with

91% of respondents stating that the worksheet helps them to provide feedback on what they have learnt.

Cedeño et al. (2020), states that by selecting motivating materials, teachers awaken students' curiosity,

make them feel more engaged with the content and promote a dynamic and enriching learning

environment. Tsenkush (2021) states that the reading can provide an overview of content, but deep

understanding requires the ability to analyses, synthesize and apply information in a meaningful way.

Ariza y Pons (2021) consider that worksheets can be an effective feedback tool if used strategically.

These results are consistent with those obtained in this study, where 94% of respondents consider

materials used by teachers for reading and writing to be motivating.

interviewed.

The findings reaffirm the importance the use of worksheet in the English language teaching class for

writing skill development. However, unexpected findings may arise, such as a new alternative form of

practice or the need for ongoing adaptation of worksheet content to meet evolving educational needs; it

means to emphasize the dynamic nature of language teaching and the necessity for teachers to remain

flexible and responsive to the diverse learning styles and preferences of their students.

There were non-complex limitations to the data collection, as there were students who were afraid to

sign the informed consent form, as well as teachers who were at work and did not have enough time to

answer the interview questions.

By investigating teachers' and students' own perspectives, it was observed the need to integrate the

writing skill development; taking into consideration that their strategic integration into the curriculum,

joined with thoughtful instruction and feedback, can optimize their impact on student learning outcomes.

CONCLUSIONS

Based on the findings and the review of theories, the research team concludes that all the objectives set

out for this study have been fully achieved. Thus, worksheets in the pedagogical context constitute a

teaching tool and a support material for teachers that allows students to work independently or

cooperatively, to use the prior knowledge they possess more safely and accurately, to establish

interdisciplinary relationships, and develop of writing competence in the ninth and tenth grade students

in a rural school in Jama city. However, it is essential that teachers use worksheets in a variety and

the frequency and duration of worksheet use as well as modifications made based on student feedback,

which would improve understanding of the worksheets' effectiveness as a teaching tool. Furthermore,

the line of research for future studies could be recommend the efficiency of varied worksheet designs

catered to individual learning styles in EFL classes; on how personalized worksheets address students'

needs and encourage the growth of writing skill, and for giving teachers the assistance and training they

need to cater the various needs of students through customized worksheets, and this way that it promotes

holistic development in English language learning.

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