Post on 03-Apr-2023
UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND SCIENCES OF EDUCATION
SCHOOL OF LANGUAGES AND LINGUISTICS
HIGH STANDARD SYSTEM OF EDUCATION UNIVERSITY
CENTER: MAIN GUAYAQUIL
EDUCATIONAL PROJECT
PRIOR TO OBTAIN THE BACHELOR DEGREE IN SCIENCE
OF EDUCATION
SPECIALIZATION: ENGLISH
TOPIC
TECHNIQUES TO GENERATE IDEAS IN PRE-WRITING
PROPOSAL
DIDACTIC GUIDE OF TECHNIQUES TO GENERATE IDEAS
IN PRE-WRITING
AUTHORS
CHACE QUELAL GLORIA ISABEL
ESPINOZA LLANOS ANGÉLICA ROSARIO
ADVISOR: PhD. LORNA CRUZ RIZO
GUAYAQUIL - ECUADOR
2019
ii
UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND SCIENCES OF
EDUCATION
SCHOOL OF LANGUAGES AND LINGUISTICS
HIGH STANDARD SYSTEM OF EDUCATION
AUTHORITIES
MSc. Santiago Galindo Mosquera MSc. Pedro Rizzo Bajaña
DEAN SUB-DEAN
Lic. Sara Anaguano Pérez, MSc. Ab. Sebastián Cadena Alvarado
DIRECTOR SECRETARY
iii
MSc.
Santiago Galindo Mosquera
DECANO DE LA FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE
LA EDUCACIÓN
CIUDAD. -
De mis consideraciones,
En virtud que las autoridades de la Facultad de Filosofía, Letras y Ciencias
de la Educación me designaron Consultor Académico de Proyectos
Educativos de Licenciatura en Ciencias de la Educación, Mención:
INGLÉS, el día 17 de junio del 2019.
Tengo a bien informar lo siguiente:
Que las integrantes GLORIA ISABEL CHACE QUELAL, con C.I.
180424942-1 y ANGÉLICA ROSARIO ESPINOZA LLANOS, con C.I.
093046745-1, diseñaron el presente proyecto educativo.
Tema: TECHNIQUES TO GENERATE IDEAS IN PRE-WRITING.
Propuesta: DIDACTIC GUIDE OF TECHNIQUES TO GENERATE IDEAS
IN PRE-WRITING.
El mismo que ha cumplido con las directrices y recomendaciones dadas por
el suscrito.
Los participantes satisfactoriamente han ejecutado las diferentes etapas
constitutivas del proyecto, por lo que procedo a la APROBACIÓN del
proyecto, y pongo a vuestra consideración el informe de rigor para los
efectos legales correspondientes.
Atentamente,
iv
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
ESCUELA DE LENGUAS Y LINGÜÍSTICA
Guayaquil, 5 de agosto del 2019
Lic. Sara Anaguano Pérez, MSc. DIRECTORA DE LA ESCUELA DE LENGUAS Y LINGÜÍSTICA FACULTAD FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN UNIVERSIDAD DE GUAYAQUIL Ciudad De mis consideraciones: Envío a Ud. el Informe correspondiente a la tutoría realizada al Trabajo de Titulación “Topic: Techniques to generate ideas in pre-writing. Proposal: Didactic guide of techniques to generate ideas in pre-writing” de las estudiantes Chace Quelal Gloria Isabel y Espinoza Llanos Angélica Rosario, indicando han cumplido con todos los parámetros establecidos en la normativa vigente:
• El trabajo es el resultado de una investigación.
• El estudiante demuestra conocimiento profesional integral.
• El trabajo presenta una propuesta en el área de conocimiento.
• El nivel de argumentación es coherente con el campo de conocimiento. Adicionalmente, se adjunta el certificado de porcentaje de similitud y la valoración del trabajo de titulación con la respectiva calificación. Dando por concluida esta tutoría de trabajo de titulación, CERTIFICO, para los fines pertinentes, que las estudiantes están aptas para continuar con el proceso de revisión final. Atentamente,
v
Guayaquil, 5 de agosto del 2019
MSc.
SANTIAGO GALINDO MOSQUERA
DECANO DE LA FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA
EDUCACIÓN
CIUDAD.-
Para los fines pertinentes comunico a usted que los derechos intelectuales del
proyecto educativo con el tema: TECHNIQUES TO GENERATE IDEAS IN PRE-
WRITING. Propuesta: DIDACTIC GUIDE OF TECHNIQUES TO GENERATE
IDEAS IN PRE-WRITING; pertenecen a la Facultad de Filosofía, Letras y Ciencias
de la Educación.
Atentamente,
_________________________ _______________________________
GLORIA ISABEL CHACE QUELAL ANGÉLICA ROSARIO ESPINOZA LLANOS C.I. 180424942-1 C.I. 093046745-1
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UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND SCIENCES OF
EDUCATION
SCHOOL OF LANGUAGES AND LINGUISTICS
EDUCATION SYSTEM: CLASSROOM-BASED (PRESENCIAL)
PROJECT
TOPIC: TECHNIQUES TO GENERATE IDEAS IN PRE-WRITING.
PROPOSAL: DIDACTIC GUIDE OF TECHNIQUES TO GENERATE
IDEAS IN PRE-WRITING.
APPROVED
………………………………
Tribunal No 1
.…………………………. …………………………
Tribunal No 2 Tribunal No 3
CHACE QUELAL GLORIA ISABEL ESPINOZA LLANOS ANGÉLICA ROSARIO
C.I. 180424942-1 C.I. 093046745-1
viii
DEDICATION
This project is dedicated to God, my Father in Heaven, because He never let go of my hand during this beautiful journey and gave me the strength to finish. To my family, especially to my parents who always believed in me and gave me their unconditional support. To Alexandra who lit the flame of service in my heart. To Angélica for not letting me go, thanks for motivating me to continue and be my main teacher. To my Christian family who prayed for me and always gave me their love. To my friends, the family I chose, thank you for being with me throughout these years, especially May, Raffa, Ale and Marito.
Gloria Isabel Chace Quelal
I dedicate this research project to God and Holy Mary, who have
been light, true love and strength in my dark moments.
To my godfather Dr. Salomón Quintero, my model of intelligence
and humanity, who guides me from Heaven.
To my grandparents, Hilario, Margarita and Marisabel, who always
take care of me and support me.
To my parents, Mario and Esther, my first teachers and best
friends, for you I don't give up and fight every day to live. All my
achievements are yours.
To my relatives, my cousins and friends, for understanding all the
times that I have sacrificed valuable moments with you.
To my comrades from the School of Languages, especially Gloria,
my thesis partner and friend, since we have shown that it is worth
the effort.
Angélica Rosario Espinoza Llanos
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ACKNOWLEDGEMENT
To our teachers, who have sown the seed of knowledge, but have
also shown their empathy, respect and true friendship during these
formative years. We will never forget you and all the memories we have
made, will remain in our hearts.
To our tutor, PhD. Lorna Cruz, despite the short time we know her,
has guided us in this project with patience and dedication, always willing to
share her valuable experience.
Gloria & Angélica
x
TABLE OF CONTENTS
PRELIMINARIES
Cover page i
Authorities ii
Project approval letter iii
Project completion approval letter (Annex 4 of T.U.) iv
Intellectual rights letter v
Approval of the jury vi
Qualification of the jury vii
Dedication viii
Acknowledgement ix
Table of contents x
Index of tables xii
Index of figures xiii
Index of annexes xiv
Resumen xv
Abstract xvi
Repositorio Nacional en Ciencia y Tecnología xvii
National Repository in Science and Technology xviii
Introduction 1
CHAPTER I: THE PROBLEM 1.1. Problem research 3
1.2. Problem statement 5
1.3. Formulation of the problem 5
1.4. Objectives of the research 5
1.4.1. General objective 5
1.4.2. Specific objectives 6
1.5. Scientific questions 6
1.6. Justification 6
CHAPTER II: THEORETICAL FRAMEWORK 2.1. Background of the research 8
2.2. Conceptual-theoretical framework 11
2.2.1. Philosophical foundation 11
2.2.2. Sociological foundation 13
2.2.3. Psychological foundation 16
2.2.4. Pedagogical- Didactic foundation 18
2.2.5. Linguistic foundation 23
xi
2.3. Contextual framework 27
2.4. Legal framework 29
CHAPTER III: METHODOLOGY 3.1. Research design 32
3.2. Modality research 32
3.3. Types of research 32
3.4. Research methods 33
3.5. Research techniques 34
3.6. Research instruments 35
3.7. Operationalization of the variables 36
3.8. Population and sample 37
3.8.1. Population 37
3.8.2. Formula 37
3.8.3. Sample 39
3.9. Analysis and interpretation of results 40
3.9.1. Analysis of the survey 40
3.9.2. Interview results 56
3.9.3. Class observation results 59
3.9.4. Triangulation 60
CHAPTER IV: THE PROPOSAL 4.1. Justification 61
4.2. Objectives of the proposal 62
4.2.1. General objective 62
4.2.2. Specific objectives 62
4.3. Feasibility of the proposal 62
4.4.1. Technical aspect 62
4.4.2. Financial aspect 62
4.4.3. Human aspect 63
4.4. Description of the proposal 63
4.5. Conclusions and Recommendations 66
4.6. Proposal 67
4.7. Bibliographical references 114
4.8. Bibliography 117
ANNEXES 119
xii
INDEX OF TABLES
Table 1 Operationalization of Variables 36
Table 2 Population of “Francisco Huerta Rendón” High School 37
Table 3 Strata of the sample of “Francisco Huerta Rendón” High School 38
Table 4 Sample of “Francisco Huerta Rendón” High School 39
Table 5 Item 1. It takes me time to organize my ideas to make a short writing 40
Table 6 Item 2. It is difficult for me to start writing 41
Table 7 Item 3. I consider it important to organize myself in advance to generate ideas 42
Table 8 Item 4. I can generate my ideas by doing mind maps 43
Table 9 Item 5. I notice that my teachers perform practical procedures so that I can write with ease 44
Table 10 Item 6. I like to write freely 45
Table 11 Item 7. I believe that writing is useful to convey my thoughts 46
Table 12 Item 8. My writings make sense and are logical 47
Table 13 Item 9. While writing, I can describe facts, situations or people without difficulty 48
Table 14 Item 10. The writings that I make show the reality in which I develop 49
Table 15 Item 11. I am able to transmit my thoughts through what I write 50
Table 16 Item 12. I would like my teachers to apply tactics so that I can write easily 51
Table 17 Item 13. I believe that my teachers should have an update regarding their ways of teaching to write 52
Table 18 Item 14. I think that my teachers must organize themselves previously with activities so that I can generate ideas 53
Table 19 Item 15. I would like my teachers’ explanations to be innovative and that my writing classes be creative and dynamic 54
Table 20 Distribution of the absolute frequency and percentage 55
xiii
INDEX OF FIGURES
Figure 1 Sub-stages of pre-writing 20
Figure 2 Techniques to generate ideas in pre-writing 23
Figure 3 The text 25
Figure 4 Sample calculator 38
Figure 5 Item 1. It takes me time to organize my ideas to make a short writing 40
Figure 6 Item 2. It is difficult for me to start writing 41
Figure 7 Item 3. I consider it important to organize myself in advance to generate ideas 42
Figure 8 Item 4. I can generate my ideas by doing mind maps 43
Figure 9 Item 5. I notice that my teachers perform practical procedures so that I can write with ease 44
Figure 10 Item 6. I like to write freely 45
Figure 11 Item 7. I believe that writing is useful to convey my thoughts 46
Figure 12 Item 8. My writings make sense and are logical 47
Figure 13 Item 9. While writing, I can describe facts, situations or people without difficulty 48
Figure 14 Item 10. The writings that I make show the reality in which I develop 49
Figure 15 Item 11. I am able to transmit my thoughts through what I write 50
Figure 16 Item 12. I would like my teachers to apply tactics so that I can write easily 51
Figure 17 Item 13. I believe that my teachers should have an update regarding their ways of teaching to write 52
Figure 18 Item 14. I think that my teachers must organize themselves previously with activities so that I can generate ideas 53
Figure 19 Item 15. I would like my teachers’ explanations to be innovative and that my writing classes be creative and dynamic 54
Figure 20 Triangulation 60
xiv
INDEX OF ANNEXES Annex I Documents
Tutor designation letter 121
Letter of the School of languages addressed to “Francisco Huerta Rendón” High School 122
Authorization letter from “Francisco Huerta Rendón” High School for the research project 123
Certificate of similarity percentage (Annex 6 of T.U.) 124
Urkund screenshot 125
Approval format of the proposal for the research project (Annex 1 of T.U.) 126
Tutoring Plan Agreement (Annex 2 of T.U.) 127
Tutoring progress reports (Annex 3 of T.U.) 128
Tutoring completion report (Annex 4 of T.U.) 132
Tutor’s evaluation rubric of the research project (Annex 5 of T.U.) 133
Reviewer’s final report (Annex 7 of T.U.) 134
Reviewer’s evaluation rubric of the written research project (Annex 8 of T.U.) 135
Reviewer certification (Annex 11 of T.U.) 136 National Repositories (Annex 10 of U.T) 137
Free and non-transferable license (Annex 12 of T.U.) 139 Annex II Photos and Research instruments
Photos of “Francisco Huerta Rendón” High School and the institution’s
authority 141
Photos of the researchers during the class observation 142
Photos of the researchers during the interview 143
Photos of the students during the survey 144
Photos of the application of the proposal 145
Thesis tutoring photos 146
Class observation guide format 150
Observation guide n°1 151
Observation guide n°2 152
Interview questionnaire format 153
Interview questionnaire 155
Survey questionnaire format in English 157
Survey questionnaire format in Spanish 158
Survey questionnaire 159
xv
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
ESCUELA DE LENGUAS Y LINGÜÍSTICA
TÍTULO DEL TRABAJO DE INVESTIGACIÓN PRESENTADO
Técnicas para generar ideas en la pre-escritura. Guía didáctica de técnicas para generar ideas en la pre-escritura.
Autoras:
Chace Quelal Gloria Isabel Espinoza Llanos Angélica Rosario
Tutora: PhD. Lorna Cruz Rizo
RESUMEN
La escritura es y ha sido siempre uno de los mayores problemas que han enfrentado los estudiantes durante el proceso de aprendizaje del idioma inglés. Así, con este proyecto de investigación, se ha constatado de manera particular, que los 151 estudiantes de décimo año de educación general básica del colegio “Francisco Huerta Rendón” en el 2019-2020, requieren de un nivel A2.1 y presentan inconvenientes al momento de generar ideas durante la pre-escritura, debido a la escasez de técnicas utilizadas por los docentes previo a la realización de un escrito. Por ello, el objetivo principal es establecer la incidencia de las técnicas para generar ideas en la pre-escritura por medio de una investigación bibliográfica, de campo y estadística, permitiendo desarrollar las variables en este trabajo. Los métodos utilizados son histórico-lógico, análisis-síntesis, inductivo-deductivo, sistémico-estructural-funcional. Los instrumentos utilizados son la guía de observación y el cuestionario para la entrevista y la encuesta. En conclusión, el análisis de los resultados de la encuesta aplicada a la muestra de 59 estudiantes denota la necesitad imperial de implementar una guía didáctica para que los docentes cuenten con una herramienta variada que les permita optimizar la calidad de la escritura de sus estudiantes. Por tanto, la guía didáctica ha sido creada y puede ser aplicada por los maestros de la mencionada institución.
Palabras clave: Pre-escritura, técnicas para generar ideas, guía didáctica.
xvi
UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND EDUCATION SCIENCES
SCHOOL OF LANGUAGES AND LINGUISTICS
TITLE OF RESEARCH WORK PRESENTED
Techniques to generate ideas in pre-writing. Didactic guide of techniques to generate ideas in pre-writing.
Authors:
Chace Quelal Gloria Isabel Espinoza Llanos Angélica Rosario
Advisor: PhD. Lorna Cruz Rizo
ABSTRACT
Writing is and has always been one of the biggest problems that students have faced during the English language learning process. Thus, with this research project, it has been found, in particular, that the 151 tenth-year students of Basic General Education of “Francisco Huerta Rendón” High School in 2019-2020, require an A2.1 level and have problems to generate ideas during pre-writing, due to the deficiency of techniques used by teachers prior to writing. Therefore, the main objective is to establish the incidence of techniques to generate ideas in pre-writing through a bibliographic, field and statistical research, allowing the development of the variables in this work. The methods used are historical-logical, analysis-synthesis, inductive-deductive, systemic-structural-functional. The instruments used are the observation guide and the questionnaire for the interview and the survey. In conclusion, the analysis of the results of the survey applied to the sample of 59 students denotes the imperial need to implement a didactic guide for teachers to have a varied tool that allows them to optimize the quality of their students' writing. Thus, the didactic guide has been created and can be applied by the teachers of the institution mentioned previously. Keywords: Pre-writing, techniques to generate ideas, didactic guide.
xvii
REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA
FICHA DE REGISTRO DE TESIS
TÍTULO Y SUBTÍTULO: Técnicas para generar ideas en la pre-escritura. Guía didáctica de técnicas para generar ideas en la pre-escritura.
AUTOR(ES) (apellidos/nombres): Chace Quelal Gloria Isabel Espinoza Llanos Angélica Rosario
REVISOR(ES)/TUTOR(ES) (apellidos/nombres):
Tutora: PhD. Cruz Rizo Lorna
INSTITUCIÓN: Universidad de Guayaquil
UNIDAD/FACULTAD: Facultad de Filosofía, Letras y Ciencias de la Educación
MAESTRÍA/ESPECIALIDAD: Lenguas y Lingüística
GRADO OBTENIDO: Licenciatura en Ciencias de la Educación
FECHA DE PUBLICACIÓN: No. DE PÁGINAS:
ÁREAS TEMÁTICAS: Lengua Inglesa
PALABRAS CLAVES: Pre-escritura, técnicas para generar ideas, guía didáctica.
RESUMEN/ABSTRACT (150-250 palabras):
La escritura es y ha sido siempre uno de los mayores problemas que han enfrentado los estudiantes durante el proceso de aprendizaje del idioma inglés. Así, con este proyecto de investigación, se ha constatado de manera particular, que los 151 estudiantes de décimo año de educación general básica del colegio “Francisco Huerta Rendón” en el 2019-2020, requieren de un nivel A2.1 y presentan inconvenientes al momento de generar ideas durante la pre-escritura, debido a la escasez de técnicas utilizadas por los docentes previo a la realización de un escrito. Por ello, el objetivo principal es establecer la incidencia de las técnicas para generar ideas en la pre-escritura por medio de una investigación bibliográfica, de campo y estadística, permitiendo desarrollar las variables en este trabajo. Los métodos utilizados son histórico-lógico, análisis-síntesis, inductivo-deductivo, sistémico-estructural-funcional. Los instrumentos utilizados son la guía de observación y el cuestionario para la entrevista y la encuesta. En conclusión, el análisis de los resultados de la encuesta aplicada a la muestra de 59 estudiantes denota la necesitad imperial de implementar una guía didáctica para que los docentes cuenten con una herramienta variada que les permita optimizar la calidad de la escritura de sus estudiantes. Por tanto, la guía didáctica ha sido creada y puede ser aplicada por los maestros de la mencionada institución.
ADJUNTO PDF: SI NO
CONTACTO CON AUTOR/ES: Chace Quelal Gloria Espinoza Llanos Angélica
Teléfonos: 098 908 2221 099 790 3151
E-mail: gicq.chabe@gmail.com arell_18_95@hotmail.com
CONTACTO CON LA INSTITUCIÓN: Nombre: Secretaría de la Escuela de Lenguas y Lingüística
Teléfono: (04) 2294888 Ext. 123
E-mail: lenguas.linguistica.filo@gmail.com
x
xviii
NATIONAL REPOSITORY IN SCIENCE AND TECHNOLOGY
THESIS REGISTRATION FORM
TITLE AND SUBTITLE: Techniques to generate ideas in pre-writing. Didactic guide of techniques to generate ideas in pre-writing.
AUTHORS: Chace Quelal Gloria Isabel Espinoza Llanos Angélica Rosario
REVIEWERS/ADVISOR: Advisor: PhD. Lorna Cruz Rizo
INSTITUTION: University of Guayaquil
FACULTY: Faculty of Philosophy, Letters and Sciences of Education
CAREER: Languages and Linguistics
TITLE OBTAINED: Bachelor Degree in Science of Education
DATE OF PUBLISHING: NUMBER OF PAGES:
THEMED AREAS: English Language
KEYWORDS: Pre-writing, techniques to generate ideas, didactic guide.
ABSTRACT (150-250 words):
Writing is and has always been one of the biggest problems that students have faced during the English language learning process. Thus, with this research project, it has been found, in particular, that the 151 tenth-year students of Basic General Education of “Francisco Huerta Rendón” High School in 2019-2020, require an A2.1 level and have problems to generate ideas during pre-writing, due to the deficiency of techniques used by teachers prior to writing. Therefore, the main objective is to establish the incidence of techniques to generate ideas in pre-writing through a bibliographic, field and statistical research, allowing the development of the variables in this work. The methods used are historical-logical, analysis-synthesis, inductive-deductive, systemic-structural-functional. The instruments used are the observation guide and the questionnaire for the interview and the survey. In conclusion, the analysis of the results of the survey applied to the sample of 59 students denotes the imperial need to implement a didactic guide for teachers to have a varied tool that allows them to optimize the quality of their students' writing. Thus, the didactic guide has been created and can be applied by the teachers of the institution mentioned previously. ATTACHED PDF: YES NO
AUTHORS NAMES AND CONTACT: Chace Quelal Gloria Espinoza Llanos Angélica
Telephones: 098 908 2221 099 790 3151
E-mail: gicq.chabe@gmail.com arell_18_95@hotmail.com
CONTACT IN THE INSTITUTION: Name: Secretarial of the School of Languages and
Linguistics Telephone: (04) 2294888 Ext. 123
E-mail: lenguas.linguistica.filo@gmail.com
x
1
INTRODUCTION
Learning a language, especially English, has many advantages not
only for the person as a professional, but also for obtaining innovative
opportunities in a country. Therefore, the Ecuadorian Ministry of Education
is constantly looking for measures to improve the quality of teaching,
insisting on optimizing the skills of its students so that they can expand their
horizons, integrating the support and resources necessary for progress.
However, the reality that is lived in Ecuador is different, basic and
baccalaureate students do not have the appropriate level to improve their
English skills, especially about writing. At the time of writing, they suffer a
blockage that stops them from expressing their thoughts and feelings clearly
and coherently due to the lack of techniques used by their teachers to
generate ideas.
Therefore, this research is carried out at the "Francisco Huerta
Rendón" High School and focuses on tenth-year students of Basic General
Education, who must reach an A2.1 level as they are heading to a
baccalaureate full of challenges who will define their future careers;
however, it is in them that greater difficulties are evidenced in written
communication.
This qualitative-quantitative research is applied, descriptive,
explanatory, proposal and non-experimental, following the historical-logical,
analysis-synthesis, inductive-deductive, systemic-structural-functional
methods, as well as the research techniques used to verify the validity of
the variables since with the observation guide, the interview and the survey,
the indicated problem could be confirmed, thus suggesting, as a proposal,
a didactic guide of techniques to generate ideas in pre-writing that allows
teachers to have a variety of tools that can be easily used in the inter-
learning process.
2
The content of the four chapters of the research carried out is detailed
below.
Chapter I among other aspects, includes the Problem Research,
Formulation of the problem, Objectives of the research, Scientific questions,
Premises of the investigation and Justification.
Chapter II, in which the research Background is incorporated,
together with Theoretical Framework, Contextual Framework and Legal
Framework.
Chapter III covers the methodological aspects used in the
development of the degree work: Design, Modality, Types, Methods,
Techniques and Research instruments, Operationalization of the variables,
Population and Sample, the Analysis and Interpretation of the results.
Chapter IV refers to the development of the research proposal: Title,
Justification, Objectives, Feasibility of the proposal, Description,
Conclusions and Recommendations and the Proposal.
Finally, Bibliographic References, Bibliography and Annexes are
presented.
3
CHAPTER I
THE PROBLEM
1.1 Problem research
Education is constantly evolving and the changes that arise demand
that teachers and students make a rigorous adaptation to face the
challenges that are experienced every day, to achieve a sustainable
development, as it is mentioned in objective 4 of the Agenda of 2030 (United
Nations, 2015). Therefore, the importance of learning a foreign language
such as English is undoubtedly essential in the society in which we operate,
since it is considered as the third most popular language worldwide,
according to the 18th edition of Ethnologue, thanks to its simplicity in writing
and grammar rules.
A user must comply with certain curricular specifications
corresponding to their level of learning that goes from beginner (A1) to very
advanced (C2) according to international standards as the Common
European Framework of Reference (CEFR, 2012). This work will analyze
specifically the A2 level considered as elementary, and will focus on Pre-
writing, a fundamental stage for developing writing skills.
Nevertheless, in most Latin American countries, due to the
proliferation of audiovisual information, it is noted that writing in English is
falling into the background, and that students do not generate ideas with
spontaneity and coherence, which shows us that it is a current drawback, in
which the English proficiency is low in accordance with international
standards, the listening and speaking scores are higher than the writing
scores.
At the national level, the Ministry of Education has implemented
several measures intended to improve the teaching-learning process of the
English language in educational institutions. “The Ecuadorian High School
4
Exit Profile aims to prepare Ecuadorian high school students for successful
participation in a globalized, democratic society in the 21st century by
focusing on the development of life skills, work skills, and entrepreneurship
skills” (Ministerio de Educación, 2016, p. 7). For this reason, the student will
be able to interpret and apply this foreign language in situations of common
communication understanding oral and written texts.
English as a Foreign Language Curriculum to Superior of Basic
General Education (B.G.E.) [Educación General Básica (E.G.B)] states that,
“At the E.G.B. Superior level, learners should begin applying level-
appropriate writing skills to create and produce composition that reflects
effective word and grammatical choice." (Ministerio de Educación, 2016, p.
18) that are necessary to reach their potential and innovation.
However, the data that emerges from the last National Survey of the
National Institute of Statistics and Census (INEC) in 2013 is that 85% of
young adults recognize that they cannot speak or write in English
considering that the public education is not at the same level as private
education. The students graduate from high school with an elementary or
intermediate level and, although they manage to understand very basic
ideas in a text, they cannot sustain a conversation and cannot generate a
message with clear and complete ideas. (Barrantes, 2014).
The current research is carried out at “Francisco Huerta Rendón”
High School, with tenth-year students of Basic General Education, who -in
their exit profile- must have an A2.1 level in the English language, but after
making a preliminary oral interview with the teacher, it is evident that the
minimum required of this level has not been reached.
From the realization of a general analysis, it is determined that there
is a problem in the pre-writing since the students show difficulty in the
generation of creative ideas that allow them to produce written texts, and
according to the specifications of the Common European Framework of
5
Reference, will be essential to organize the ideas before starting the writing
process.
1.2 Problem Statement
The conflict situation is evident in the limitations that students present
in the lack of domain of the stages of correct pre-writing, the scarce
knowledge about the types of text, especially the descriptive and narrative
ones according to their abilities A2.1 in pre-writing and especially in the lack
of discernment in the properties of an effective text during pre-writing, in this
way it is concluded that the dependent variable is the pre-writing.
The scientific fact is stated as: Deficiency of the Pre-writing in the
tenth-year students of Basic General Education in the “Francisco Huerta
Rendón” High School in the 2019-2020.
The main causes of the current educational problem are: the scarcity
of techniques in the generation of ideas as one of the stages in pre-writing,
lack of organization in the class to generate ideas with accurate techniques
and the need for didactic updating for a successful stimulation that promotes
the generation of ideas, so the independent variable is techniques to
generate ideas.
1.3 Formulation of the problem
How do techniques to generate ideas in pre-writing affect the tenth-
year students of Basic General Education in “Francisco Huerta Rendón”
High School in the 2019-2020?
1.4 Objectives of the research
1.4.1 General objective
To establish the incidence of techniques to generate ideas in the
development of the pre-writing through a bibliographic, field and statistical
research to design a didactic guide of techniques to generate ideas.
6
1.4.2 Specific objectives
• To interpret techniques to generate ideas through a bibliographic,
field and statistical research.
• To evaluate pre-writing through a bibliographic, field and statistical
research.
• To design a didactic guide of techniques to generate ideas in pre-
writing by interpreting the obtained theoretical and empirical data.
1.5 Scientific questions
• What is the conflict situation presented by the tenth-year students of
Basic General Education in “Francisco Huerta Rendón” High School
regarding the development of pre-writing?
• Do techniques to generate ideas influence the development of pre-
writing?
• Which are the theoretical foundations that support the development
of pre-writing from the treatment of techniques to generate ideas?
• Will a didactic guide of techniques to generate ideas improve the pre-
writing?
1.6 Justification
It is considered that the writing skill in English of the tenth-year of
B.G.E students must reach the A2.1 level being able to write simple
messages familiarized with the daily life, according to the specifications of
the Ministry of Education. Despite the current situation of the students at
“Francisco Huerta Rendón” High School, it is demonstrated that these
demands are not fully complied, subsequently it is essential to carry out this
research that allows a progress in the techniques to generate ideas in the
pre-writing concerning this ability.
This project is aimed at teachers, immediate guides in the teaching-
learning process, who, by having an update in techniques to generate ideas
in pre-writing, will forge in their students a productive stimulation to write,
being favored directly. Simultaneously, the institution will be a leader in front
7
of other educational centers thanks to the modern methodologies that will
be implemented and then the students’ representatives will have greater
confidence in the education that is given to their children.
It should be emphasized that "teachers need to place a greater
emphasis on pre-writing, not only in formulating the task, but also in
preparing students for the writing." (Bilash, 2013, p. 2) which leads us to
think of pre-writing as a fundamental stage in learning a foreign language.
This is complemented by the following quote that claims, "Text production
in general, rather than being something that gets in the way of thinking, is
in fact where thinking takes place." (Galbraith, 2009, p. 63), therefore, it is
this preliminary stage that must be well managed by teachers with
appropriate techniques to encourage learners to produce creative and
original texts.
To sum up, the stated proposal is a method to optimize the
aforementioned ability. The didactic guide exposed allows the interaction of
the ones who are involved with an orientation that encourages the
permanent active exercise of learning, which contains objectives and
instructions that create expectations for the topic, as well as the contents
that are worked through activities focused on the writing skill and a self-
assessment directed to the control of the process, which will be of great
benefit for the improvement of the techniques to generate ideas in pre-
writing according to their level.
8
CHAPTER II
THEORETICAL FRAMEWORK
2.1 Background of the research
The English language went through a great evolution to become the
most important worldwide. Known as the Germanic language of the Indian-
European family, it had its origins not as a language itself; but it started as
a dialect, a product of the influence of the Roman, Anglo-Saxon, Christian,
Viking and Norman French invasions. The contribution that each one
provided to the development of the old English was enriching since it
extended not only to the spelling of words and vocabulary, but also
improved the grammar and pronunciation.
Later, in the Middle Ages, the Latin alphabet was introduced, which
currently remains as a method of writing and is, in the fifteenth century with
the printing press, that this language was standardized resulting in modern
English, known as the language of Shakespeare. “In the Early Modern
English period (1500–1700), steps were taken toward Standard English,
and this was also the time when Shakespeare wrote” (Nevalainen, 2017, p.
1). This is how the language grew, responding to the needs of the people
who use it.
English has transcended borders and has become an indispensable
part of education in different countries, since over time there are various
cultural and linguistic demands and what is sought is the educational
inclusion of learners, regardless of their mother tongue (L1). It is worth
mentioning that four skills are considered for learning this language, that are
listening, speaking, reading and writing, and these -in turn- must be
interrelated to achieve the effective communication process.
In this research, not only the importance of English is stressed, but
also the writing as high intellectual competence, essential to express
9
voluntarily what is thought and felt, so it must be taken into account how it
emerged and has progressed through time.
Written language allows to communicate in an eternal manner, proof
of this are the first graffiti found dating from prehistory, but not only remained
in logos on stones, writing was flourishing and codes were created to be
decrypted with alphabets of complex forms, all to create a proper system for
a community with same language.
What is written manifests a viable power, allows the communication
of messages or ideas from one place to another without the need for the
sender to be present where the receiver is, and it was thanks to the invention
of Gutenberg, the printing press, that the reproduction of these letters
occurred. "The printing press fostered the habit of reading and demand for
copies" (Secretaría de Educación del Gobierno del Estado de México, 2014,
p. 19), thus, the original message of the texts that prevail until today could
be maintained and although a human being stays in a modern digital age,
the idea of living without writing is completely impossible, even for the use
of such sophisticated electronic devices, writing is essential.
Therefore, the Ecuadorian Educational System contemplates, not
only the knowledge of foreign languages, but students are also able to
master writing for their academic future, demonstrating the cognitive skills
acquired in the language learned, “Writing is a complex process which must
be developed gradually and progressively throughout an individual’s school
years and beyond” (Ministerio de Educación, 2016, p. 16) , and that is why,
independently of doing it grammatically in a correct way, what is expected
is that the text has coherence.
But undoubtedly, in order to reach the point of writing, the deployment
of ideas is absolutely necessary, since, if it did not exist, the transmission of
messages would be impossible. Thus, in the preliminary stage, also called
pre-writing, one of the most significant steps of this process, delimits the
10
writing and the generation of ideas, which will allow the proper development
of the content.
According to the article “Generating ideas for writing” published in
New York by Hoffman (2011):
A common problem facing many college writers is the
challenge of getting ideas to flow. Sometimes, selecting a
research topic or narrowing a topic into a thesis can be the
most daunting task a writer will confront. In order for a writer
to become immersed in a piece of writing, it is important for
the subject of the writing to be interesting/important to the
writer. The goal of this handout is to demonstrate ways to
focus on a topic, which will improve your writing, and, above
all, even make writing enjoyable. (p. 1)
What leads to analyze that for ideas to arise, the writer must get
involved with what he or she writes and also give it the due importance so
that it can demonstrate its value in general. In order to compile these
studies, as a basis for the current proposal, the works and experiences of
some researchers that are mentioned later stand out.
Another study related to the techniques for the development of writing
published in Ibarra whose authors are Navas & Padilla (2011), mentions
that "Now, there are many techniques used by teachers in the English area
to develop the writing skills of their students, but few of them give good
results" (p. 14). This fact highlights the imperative need that teachers have
not only to implement techniques at random, but that they must be effective
to increase the habit of writing in their students.
In the School of Languages and Linguistics, Pozo & Mina (2015)
reiterate in their grade project that “Techniques implemented studies in an
educational institution offering students the maximum guarantee learning of
diverse and complete knowledge” (p. 36). For that reason, the techniques
11
to generate ideas in pre-writing are indispensable, because they allow the
student to direct his or her complete attention in the text that he or she must
write and deal with the blank page syndrome. During this short period the
student orientates his or her thoughts clearly and concretely if he or she
manages to have a correct pedagogical orientation.
In "Francisco Huerta Rendón" High School, the mentioned problem
is presented, because the students, when expressing themselves in writing,
have great difficulty. This situation is due to the fact that the writing is only
limited to the transcription or translation of existing documents. To turn this
situation around, it is required that teachers have at their disposal a guide
of innovative techniques to generate ideas in pre-writing and promote
creativity in students when doing a writing.
2.2 Conceptual-Theoretical framework
2.2.1 Philosophical foundation
Teaching a foreign language not only involves imparting contents,
whether they are conceptual or procedural, but the human being must be
educated integrally, that is to say, the attitudinal part is fundamental, and
ethical and cultural values must be promoted in every sense, since they are
essential to understand the world around us.
Therefore, the Axiology as the science that studies values, seeks to
direct education so that people are qualified to face this modern but complex
society. As Biesta (2015) says “we do not simply want our students to
acquire knowledge and skills and become part of traditions, but if we also
want to help them to become moral persons with a capacity for critical
thinking and moral judgment” (p. 18).
Consequently, one of the values that must be promoted during the
learning of a foreign language is intercultural values, since it is the most tacit
way to understand the world and the people with whom one coexists in this
process of inter-learning. This is how Romero, Armijos, Gonzalez, Heredia,
12
& Ramos (2017) manifest:
The learning of a language attends to affective, cognitive and
situational factors and fosters intercultural communicative
competence with which the individual can function adequately
and satisfactorily in situations that result from the interaction
between speakers of different languages and cultures. (p.
170).
Learning to read and write in English is to understand the world, its
context and not just a mechanical manipulation of words, but, mainly, a
dynamic relationship that unites language with reality that is lived. An
intensive intercultural education seems to be a good method to spread the
seeds of tolerance, acceptance, understanding, and respect.
Then, the objective of the teacher that is emphasized is to train
students and citizens with a global awareness and vision, so not only is the
communication security strengthened, but also a more assertive
transmission of facts is achieved.
Regarding how intercultural development influences the ability of
writing, Arroyo, Beard, & Olivetti (2009) say that:
The written composition is the main access tool to Western
societies, the consideration of the different cultural
competences of the different citizens will allow the social
valuation of all cultures and, therefore, of all the individuals
and groups attached to them. (p. 115).
In turn, this individual and collective assessment of all cultures will
lead to the creation of defined identities, a fact that undoubtedly will directly
affect the intrinsic motivation for written composition, therefore, it will allow
to include the value of interculturality in the teaching-learning of English.
It is a great challenge to accustom the student to writing texts in a
foreign language, in this case, English, but if the teacher makes use of
13
different strategies and techniques that allow them to generate ideas,
students will be able to participate actively, creating and making ethical and
moral contributions with his compositions.
McLellan (2017), in her article published for the British Council of
Spain, she points out that:
A teacher who knows how to recommend their students
different means of deepening in the English language and
encourages them to use them and to be curious about the
language they see and hear around them will help them to
progress more quickly. (p. 1).
Helping to guide behaviors and strengthen values should be one of
the main objectives at the time of writing, as previously mentioned. When
narrating, the students will see the true moral meaning, and the positive
contribution that the final work has in their integral education, along with the
development of their thinking.
At "Francisco Huerta Rendón" High School, it is wanted that
instructors and students achieve an effective connection, which allows them
to reach a tune in the generation of ideas during pre-writing without
forgetting the moral and cultural part.
2.2.2 Sociological foundation
Over the years, it has been confirmed that the human being, although
seems to be alone in this world, is a social entity by nature since he needs
constant interaction with the people that surround them for developing a
work together. In this sense, from an educational sociolinguistic point of
view, the classroom space must be understood as a complex micro society
in which the facts of exchange of speech and writing are adapted to diverse
cultural positions.
Therefore, it implies taking into consideration how students are
involved in transforming the environment in which they operate. The
14
students develop their learning through social interaction; thus, they acquire
new and better cognitive abilities as a logical process of their immersion in
a way of life. Those activities that are carried out in a shared way allow them
to internalize the thinking and behavioral structures of the society that
surrounds them, appropriating of them.
Knowledge and education must be shared and it is necessary to
return the community what it has given, the goal of working in association
involves continuing with that culture that surrounds the environment or
improve the social environment so that everyone has easy access to
information and the diversity of experiencing a foreign language.
That is why; it is worth noting that “The principle that lies at the heart
of the proposals for a curriculum of the future is not primarily an emphasis
on new knowledge contents, although these will be developed. It is for new
forms of knowledge relationships”. (Young, 2000, p. 6), so, the most
appropriate and compromising way to learn is when someone does it with
others.
Human beings need to be in constant communication with each
other, and generally if it is in the mother tongue that it becomes complicated
for certain people, now, imagining doing it in a foreign language which is a
challenge for the one who is getting involved in the learning process.
Language implies a social process that is why it is important that, in
the school environment, students express themselves not only orally, but
also in a written way, that they apply their valuable opinions to reflect them
in a text. Through them they can share part of their experiences as people
and also their culture as citizens, “Cultural texts are those objects, actions,
and behaviors that reveal cultural meanings” (Blum & Hawkins, 2012, p. 1),
they also feel confident when they write, since they have more time to
generate their ideas and organize them in order to achieve a good result.
15
Writing can be taken as a beneficial experience if teachers are
fundamental guides in this process, if they use the right techniques and
organize their students strategically to work quickly, creatively and
spontaneously, without getting bored and monotonous, then, the class
organization of study and work in the classroom must also be considered.
Class organization
Individual
For the learner, working in this way helps develop their autonomy.
Each one does the activities at his rhythm, according to his preferences and
in his own style. On the other hand, the sense of cooperation and belonging
in the room with their peers is very little developed, which makes us reflect
on certain practices that can be given alone and others that require others.
Pair work
“In pair work, students can practice language together, study a text
research language or take part in information-gap activities” (Harmer, 2015,
p. 116). The environment becomes a pleasant place, of cordiality since two
heads think better, of course that the teacher must not lose control of the
students when they work in this modality.
Group work
Here, students choose their level of participation that can increase
according to their interest in the subject, they will develop in full confidence,
express their experiences and share them with their peers to give a real
sense to what they are doing and as well as in pair work, rules should be
established so that teachers do not lose control of their students in the class.
Therefore, the main objective of writing is the expression of ideas and
even better if these can be shared among the students, so that, with the
adequate help of the teacher, they have a wider and coherent vision of what
they want to write, for this reason, the organization of the people involved
during this learning process is fundamental.
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2.2.3 Psychological foundation
Studying a foreign language is a process that requires effort and
dedication, but at the same time there are several factors that influence
learning, such as age, interest, motivation, aptitude, stimuli, etc., since each
one has different needs and purposes. On the other hand, not everyone has
the same level, style or rhythm to learn, it also depends on genetics and the
environment.
A person acquires new knowledge as a continuous process, it is an
act with an integrating perspective that modifies the cognitive system even
permanently because this is how educational intentionality is shaped and
concretized.
Students cannot be categorized in the same teaching-learning
methodology, since each one learns according to how it is most convenient
for them. For this reason, teachers must also be aware that in order to learn
effectively, different learning styles must be validated, and maximize the
conditions in the classroom with the aim of ensuring and increasing the
success of their students taking into account their differences.
Learning styles can be defined characteristic cognitive,
affective, and physiological behaviors that serve as relatively
stable indicators of how learners perceive, interact with, and
respond to the learning environment. Because there have
been and will continue to be studies aimed at improving
learning, instructors and their institutions, trainers and
organizations will need to increase their understanding of how
people learn and be aware of the wide array of individual
learning styles, instrumentation, and implicate ones of
individual learning styles to learning success. (Sims & Sims,
1995, p. xii).
On the other hand, we must take into consideration the multiple
intelligences classified by Howard Gardner, because the human being has
17
all the capacity to learn, but in some of them, some intelligence is more
pronounced than others.
This refers to the writing process, not all will be willing to do it for the
same trend named, but with good motivation and especially good
techniques used by teachers, it will facilitate the generation of ideas
spontaneously without becoming tedious because, what is sought, in the
end, is that everyone has equality in training.
We want to satisfy all different students in front of us, teaching
to their individual strengths with activities designed to produce
the best results for each of them, yet we also want to address
our teaching to the group as a whole. (Harmer, 2015, p. 48).
Teaching must be dealt with activities that allow students to interact
in a practical way of communication, in order to allow the development of
the language. It can be deduced that learning not only corresponds to a
predefined process, but that it mainly takes into account the individual, that
is why it is important for educators to have activities and strategies that
facilitate writing skills, which will strengthen knowledge in the foreign
language.
It should be remembered that, even for professional writers, writing
can be complex, because like every human being, when you do not have a
clue about the subject you want to treat, a person can suffer a blockage,
which is called blank page syndrome that is “the inability to begin a new
project due to one or more barriers, real or imagined. These barriers usually
show themselves as an irrational fear of some kind” (Jones, 2013, p. 9).
This problem usually occurs in the tenth-year students of B.G.E. to generate
ideas when writing, but with the appropriate techniques this problem can be
avoided.
Also, writing can be given by reception or discovery and what the
student writes is significant in his short and long term life, the teacher must
connect the new information with what has already been acquired by the
18
student, creating a network of knowledge, interconnecting everything seen
since with their previous experiences they will be able to generate
productive ideas.
That is why it is stressed that the role of a well-trained teacher helps
meaningful learning in the practice and acquisition of a foreign language. As
Caradonna (2017) says:
The role of the teacher is to facilitate learning, for which he
has to have a wide range of instruments and didactic
proposals to manage and select in order to benefit significant
learning in the students, turning them into conscious
knowledge builders. (p. 16).
The results will be more effective and both, teachers and students
benefit. Students appropriate of the information and are able to relate their
previous knowledge with new knowledge and teachers with the help of the
techniques of generating ideas in the pre-writing will be updated to share
their knowledge in an appropriate way, enhancing the skills of their students.
2.2.4 Pedagogical-Didactic foundation
Pedagogy along with other related sciences, govern the teaching-
learning process and to guide these educational actions are based on
practices, techniques, principles and methods that give guidelines to follow
in the search of knowledge.
Thus, the demands that are required to the tenth year students of
B.G.E., with an A2.1 level in English, indicate that in the writing part they
must be suitable “To write short, simple notes and messages relating to
matters in areas of immediate need” (East, 2008, p. 211), so it is clear that
they, through writing can transmit events or situations of daily living and
common, simple things that can be expressed naturally.
Therefore, if they are directed to a more academic writing in English,
not only they will improve their skills in the area, but they will also develop
19
other sub-skills applicable in other contexts and in their professional future.
For this, the teacher must manage an adequate and didactic learning
environment, in which the development of the text does not represent an
extra effort, on the contrary, that he or she could explain with fluency,
coherence and organization.
Process writing as a classroom activity incorporates the four
basic writing stages –planning, drafting (writing), revising
(redrafting) and editing– and three other stages externally
imposed on students by the teacher, namely, responding
(sharing), evaluating and post-writing. Process writing in the
classroom is highly structured as it necessitates the orderly
teaching of process skills, and thus it may not, at least initially,
give way to a free variation of writing stages cited previously.
Teachers often plan appropriate classroom activities that
support the learning of specific writing skills at every stage.
(Richards & Renandya, 2008, p. 316).
It must be stressed that there are two approaches to teach writing,
which must be considered, as a product and as a process. Generally,
students focus more on the final result, which would be the product and that
is where they, as beginners, make the mistake of plagiarism or follow
previous models given by the teacher without developing their own ideas,
but in reality what needs to be strengthened is the writing process that is the
most important, because, the necessary bases for learning to write are
solidified, following the steps that are required to reach the proposed goal.
(Harmer, 2015).
This research will focus on what corresponds to the pre-writing and
its sub-stages of planning and organizing ideas that affect the current writing
process. (Instituto Tecnológico y de Estudios Superiores de Monterrey,
2001).
20
Figure 1. Sub-stages of pre-writing. Source: (Instituto Tecnológico y de Estudios Superiores de Monterrey, 2001). Authors: Gloria Chace & Angélica Espinoza.
In the planning of ideas it is essential to define the subject of which it
is going to be treated, the audience to which it is going to address, and
above all the purpose of writing about a certain topic since what is sought is
for the students to know how to they are going to propose the new writing.
In the organization of ideas, it is time to rearrange the data and break
it down, contributing as one of its main results a scheme or general outline
from which the draft of the writing will come out.
It is the teacher's duty to use techniques with their students that adapt
to their immediate needs during pre-writing, it is their decision to put into
practice the one that best suits them, as this marks the horizon for the writing
so that they generate ideas with ease and is the more appropriate way to
motivate them.
With the right techniques, the student, who is the writer, knows what
is going to be treated and has established an order regarding his ideas.
21
Among the most used techniques that mention Richards & Renandya
(2008) are the following:
Group brainstorming. Group members spew out ideas about
the topic. Spontaneity is important here. There are no right or
wrong answers. Students may cover familiar ground first and
then move off to more abstract or wild territories.
Clustering. Students make words related to a stimulus
supplied by the teacher. The words are circled and then linked
by lines to show discernible clusters. Clustering is a simple yet
powerful strategy: “Its visual character seems to stimulate the
flow of association . . . and is particularly good for students
who know what they want to say but just can’t say it” (Proett &
Gill,1986, p. 6).
Quick free writing. Within a limited time of 1 or 2 minutes,
individual students freely and quickly write down single words
and phrases about a topic. The time limit keeps the writers’
minds ticking and thinking fast. Quick free writing is done
when group brainstorming is not possible or because the
personal nature of a certain topic requires a different strategy.
Wh-questions. Students generate who, why, what, where,
when and how questions about a topic. More such questions
can be asked of answers to the first string of wh-questions,
and so on. This can go on indefinitely. In addition, ideas for
writing can be elicited from multimedia sources (e.g., printed
material, videos, films), as well as from direct interviews, talks,
surveys, and questionnaires. (p. 316).
These are some of the techniques that will be taken into account for
the proposal of the didactic guide, others are mind maps, discussion,
outlining and wall charts.
22
Mind Maps
An effective and creative way of getting information from the brain is
through mind maps. “A mind map is an easy way to brainstorm thoughts
organically without worrying about order and structure. It allows you to
visually structure your ideas to help with analysis and recall.” (What is a
Mind Map?, 2019, p. 2).
Discussion
Talk to other people. If an entire class of students has to write
about the same topic, it may be a good idea if some of them
get together and discuss the topic. Listening to other people’s
point of view and having to express your own will help you
become clear about what you actually believe and do not
believe. (O'Regan, 2002, p. 1).
Outlining
In a scratch outline the student-writer can think carefully about
the exact point he/she is making, about the exact item that
he/she wants to support, and above all, the exact order in
which he/she wants to arrange those items. The scratch
outline is, then, a plan or a blue print that will help student-
writers achieve a unified, supported and organized
composition. (Baroudy, 2008, p. 9).
Wall charts
“Wall charts are collections of pictures, diagrams or graphs, on large
sheets of strong paper” (Duminy, MacLarty, & Maasdorp, 1992, p. 17).
These are used as learning or studying media by pupils and contain a
variety of factual information.
23
Figure 2. Techniques to generate ideas in pre-writing. Authors: Gloria Chace & Angélica Espinoza.
These techniques are adapted to the learning styles because they
are going to gain the information from sight, they strengthen their ability to
comprehend and also by physical activity, and students with multiple
intelligences will reduce the boredom and will be favored with authentic
practices that develop their ability to create writings, besides innovating the
techniques used by teachers at the “Francisco Huerta Rendón” High
School.
2.2.5 Linguistic foundation
Language is a complex system that allows interpersonal interaction
in a social environment, and at an educational level, students begin with a
spoken language that with the time begins to transform into writing with
grammar rules, analysis and reflections.
For this reason, the science that studies these rules, systems and
principles of human languages is Linguistics, which has two main purposes,
24
the nature and the scientific understanding of the language, that means, the
functions and performs in human life.
A linguistic approach within the classroom allows the teacher to
further the linguistic skills of their students both orally and in writing, as its
application and development encourages and increases the expressive
skills of students facilitating the practice and production of the language.
One branch of Linguistics that is very important and deals with texts
as communication systems is Text Linguistics because it takes into account
not only the traditional grammar, but also the communicative context.
Text linguistics is concerned with larger units of speech, i.e.
above the level of the traditional sentence. It investigates how
these larger units fit together and how sensible arguments or
expositions are constructed by employing specific linking
devices. The notion of text here encompasses not only what
we traditionally see as text, i.e. a collection of written
materials, but also spoken discourse, such as speeches,
sermons, dialogues, etc. As should be immediately obvious
from the brief list given just before, there is somewhat of a
continuum between spoken and written forms of text and we
can only give rather vague and approximate criteria for the
distinction between these two text modes. (Weisser, 2013, p.
1).
For each language, there are different changing aspects in terms of
what Text Linguistics refers to, since it is a versatile discipline, and
conferring to the text, a logical sense of the idea is created, also transmitted
in the motor, sensory and social capacity of who generates it.
Most of the linguists approves that text is the standard domain of
language but differ on the perspectives and the constitution of it.
25
Texts are seen as language units which have a definable
communicative function, characterized by such principles as
cohesion, coherence and informativeness, which can be used
to provide a formal definition of what constitutes their textuality
or texture. On the basis of these principles, texts are classified
into text types, or genres, such as road signs, news reports,
poems, conversations, etc. (Nordquist, 2019, p. 1).
Figure 3. The text. Source: (miguelangel, 2015). Authors: Gloria Chace & Angélica Espinoza.
Some texts are classified according to their function that allows some
linguistics divide them in different types of texts because this is the way
everybody can identify them straightforwardly.
A written approach to the language based on the type of text
within the framework of a typology can lead to a teaching
model like the one currently reflected in some materials. Some
proposals seem to presuppose that if we teach what the
structure is and what are the linguistic characteristics of each
26
type of text; students will know how to apply this knowledge to
the reading and writing of any text of the same type. (Camps,
Guasch, & Ruiz, 2010, p. 69)
In general, the types of texts to be written are narrative, descriptive,
expository and persuasive. It is essential that tenth year students, according
to their A2.1 level, be able to create narrative and descriptive texts that have
an effect on the reader; that is why this research focuses on these two types
that allow them to use appropriate structures in the English.
Types of texts
Narrative texts
This type of texts is used to publicize particular anecdotes of a person
who can present a conflict that is finally resolved. “A narrative is a text that
tells a story. Narratives are generally imaginative but can be based on real
events. Narratives can be a variety of forms, such as short stories, myths,
poems and fairytales” (Hyland, 2009, p. iii). Thus, students can share their
experiences in a natural way through writing.
Descriptive texts
With this type of text, the writer is able to visualize what he wants to
transmit through the writing. It is a style that focuses on describing a
character, event or situation with specific details. This descriptive form is
like painting on a canvas, paying attention to all the details. “The writing will
be such that it will set a mood or describe something in such detail that if
the reader saw it, they would recognize it” (Good Descriptive Writing, 2018,
p. 1). Students can specify this text type with their five senses, in total
management of their abilities.
Writing as an object of teaching and learning, can be approached
from different perspectives depending on the focus of attention, but it should
always be emphasized that when producing a text it must have properties
and principles so that the discourses or texts in the communication between
sender-receiver succeed and these are adequacy, coherence and
cohesion.
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Properties of the text
Adequacy
Adequacy means that texts must be well constructed in the
communicative verbal process and adapted according to the context. Each
text has been written to be used at a time and for a specific purpose.
Coherence
Coherence is the inherent property of any text that makes us perceive
it as the communicative unit and not as the unconnected sequence of
statements. “Coherence is important in writing as it relates to expressing
consistent and understandable ideas in a text” (Briesmaster & Etchegaray,
2017, p. 187).
Cohesion
Cohesion is the linguistic manifestation in which a text is related when
there are linguistic mechanisms that reveal the coherent relation of its parts.
“Cohesion plays an important role in academic writing because it affects the
interpretation of a writer’s discourse” (Briesmaster & Etchegaray, 2017, p.
188).
Thanks to these properties, the text developed by the students will
have logical content and teachers can denote that their ideas are linked and
structured regarding to what is demanded for a writing task and it helps to
plan and organize ideas previously. If a student follows good techniques in
pre-writing, he or she will be able to elaborate a functional composition, in
other words, a proper text that fits together in various aspects with sense.
2.3 Contextual framework
The "Francisco Huerta Rendón" High School of Guayaquil is an
attached institution of the Faculty of Philosophy, Letters and Sciences of
Education of the University of Guayaquil, and is located in the Tarqui Parish,
Ciudadela Universitaria, Av. Las Aguas and Av. Juan Tanca Marengo, next
to the Faculty of Chemical Sciences, in front of the Ciudadela Urbanor. The
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name of the institution honors a man from Guayaquil who was an illustrious
teacher, known for his performance as an archaeologist, journalist and
historian. This public institution opens its doors to people of different
socioeconomic levels guaranteeing an educational service of quality.
Dr. Francisco Huerta Rendón was the one who, after the popular
revolution of May 28, 1944, inaugurated the Faculty of Philosophy,
Pedagogy and Letters of the University of Guayaquil, being its first Dean,
after its creation in 1945, besides he was elected member of the Guayas
Nucleus of the House of Culture and professor of Art History, of America
and Archeology, where he held functions until 1949.
The public institution that bears his name was created in March 1971,
to provide the students of the University of Guayaquil with a space where
they can carry out their pre-professional practices to finish their degree, and
since the "Francisco Campos Coello" School, an old institution that served
as support, was inspected by the military board that year, the members of
the Dean's Office, Lic. Colón Serrano Murillo, Dean of the Faculty of
Philosophy, Dr. Jorge Villacrés Moscoso Sub-Dean and Dr. Marcos A.
Reinoso, Dean of the University, found the solution in the creation of a new
school: the "Francisco Huerta Rendón".
But it was not until May 19, 1971, that by university council it entered
into functions, under Ministerial Agreement No. 4322, granted by the
Provincial Office of Guayas, leaving as dean Engineer Oswaldo Ayala
Núñez, who opened the registration. The first to benefit, were students who
for political reasons were expelled from other schools, 265 students enrolled
in the first school year covering both the first and third courses in the
morning and afternoon, however, now this institution is mixed and has
approximately 2600 students with an education oriented to the scientific -
technological formation of the students in the levels of basic, middle,
superior and to the conduction of the teaching practice through a suitable
educative work, based on a framework of principles and values.
29
Currently, the educational institution has improved in aspects such
as infrastructure and quality of teachers, family orientation talks and is
recognized at the national level.
Students are educated to be promising of the culture of peace,
transformers of reality and creators of knowledge, promoters of
interculturality, equity, inclusion, democracy, citizenship, social coexistence,
participation and integration, so that its educational model is constructivist,
thus representing the ideal of the holistic human being motivated and
oriented to personal and educational growth.
According to a research, it has been confirmed that there have been
projects carried out in advance in this high school but that they deal with
different topics such as “The influence of summary in writing skills” or
“Incidence of the use of intonation in the development of the English oral
production”, in the School of Languages and Linguistics of the Faculty of
Philosophy, Letters and Science of Education of the University of Guayaquil
and, nevertheless, these works have only been seen to improve the learning
at the level of the abilities of a specific language but corresponding to other
different variables.
Consequently, it is noted that there is still no previous research in this
institution regarding the techniques of generation of ideas in pre-writing, so
the relevance of this research is confirmed to improve the teaching-learning
process of those involved.
2.4 Legal framework
The Education, since ancient times, has been considered a duty of
the State and a right and responsibility of people to participate in the process
offered by the Ecuadorian Educational System.
According to the Constitution (2008), the fifth section of education
states that:
Article 27. - Education will be centered in the human being
30
and will guarantee a holistic development with respect to the
human rights, respect to the environment and democracy.
Education must be participative, obligatory, intercultural,
diverse and inclusive. It will promote equality, justice, solidarity
and peace, will promote the critic spirit, Individual and
communitarian initiative, the development of competences
and capacities to create and work. The education is
indispensable to obtain knowledge, make use of rights and
construct a sovereign nation, and becomes a pivot point for
the national development.
Article 28: Education shall be for general welfare of the public
and shall not be at the service of individual and corporate
interests. Universal access, permanence, mobility and
graduation without any discrimination shall be guaranteed, as
well compulsory attendance of initial schooling, basic
education and secondary education or their equivalent. Public
education shall be universal and secular at all levels and shall
be free of charge up to and including the third level of higher
education. (pp. 27,28)
Through these two articles, a free and universal education is
reaffirmed and at the same time free up to the third level of education, so
that citizens have to take advantage of this opportunity with perseverance
and effort.
In addition, the Organic law of Cultural Education (LOEI) (2011), its
article 2, section z, highlights as one of the principles of the educational
activity that is the interculturalism: “Interculturality and plurinationality
guarantee to the actors of the System the knowledge, recognition, respect,
appreciation, recreation of the different nationalities, cultures and peoples
that make up Ecuador and the world (p. 10). In this way, respect and
appreciation of different cultures is encouraged, promoting linguistic
diversity.
31
According to the National Development Plan 2017-2021- A lifetime
(2017) in its Axis 1: Rights for all throughout life, with the objective 3 that is
to guarantee the rights of nature for current and future generations
Emblematic Interventions of Axis 1 declares and reaffirms the importance
of interculturality:
Encouraging multilingualism, for example, not only
corresponds to the preservation of ancestral languages, but
also in its connection with the world, with universality;
language in a knowledgeable society, are related to new
information and communication technologies (audiovisual,
computer languages, among others); that is, the knowledge
articulated to life and multilingualism as a factor for the
development of practical capacities to act in the world. (p. 52).
Therefore, in Ecuador, this project is available due to the respect of
citizens’ rights and the provided intercultural education that support their
needs.
Through this research, the authors of this project strive to provide an
educational resource that may attempt the English learning, contemplating
international parameters, in other words, the application of techniques,
methodologies, tools and activities, to develop in the classroom.
To conclude, according to National Curriculum Specifications in
English as a foreign Language (Ministerio de Educación, 2016) , students
should have an A2.1 level which they generally would be able to produce
short narrative and descriptive text related to situations or topics about their
experiences or everyday life using an appropriate style.
Specifically, the case of the students of tenth year at “Dr. Francisco
Huerta Rendon” High School, even though, it is considered a public institution
with a low level in the writing skill, through this study, it seeks to innovate the
techniques of teachers to have an impact on the generation of ideas in pre-
writing and achieve their proposed objectives with their students.
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CHAPTER III
METHODOLOGY
3.1. Research design
This chapter details the methodological design of the research which
covers several important aspects, such as the modality, the types, the
methods, the techniques and the instruments of the research, as well as the
population and the sample for its analysis and interpretation of results
obtained.
3.2 Modality research
This research is of qualitative-quantitative nature because there is no
division between the qualitative and the quantitative, from which an
interpretation of the theoretical and empirical data obtained is made to
process and quantitatively tabulate the results of the executed instruments.
It is quantitative since it determines and explains the causal
relationships through the collection of data once the instruments are made
in our research, and it is qualitative because it provides descriptive data of
the techniques for generating ideas in pre-writing. Therefore, quantitative
and qualitative approaches are combined in research, which is of a social
and educational nature, to understand any phenomenon that arises in the
population under study.
3.3 Types of research
According to its purpose, the study carried out in this project is of an
applied type, since it is executed in a specific context that is "Francisco
Huerta Rendón" High School, where it dealt with the pre-writing and
deepened in techniques to generate ideas in tenth year students of Basic
General Education to diagnose the needs and problems, in order to apply
the knowledge for practical purposes during the 2019-2020.
According to the epistemological objective, the research is
descriptive, explanatory and purposeful.
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It is considered descriptive, because its purpose is to refer to the
current situation presented by tenth year students with respect to the
development of pre-writing, which is deficient, being that the level they have
is low in relation to the curricular specifications and it prevents a correct
writing and integration of the information to elaborate short texts.
Since it is of an explanatory nature, it looks for a deep vision that
allows determining the causes of the problem and also seeks to show how
and why this phenomenon occurs, in the present study, the function is to
reveal how techniques to generate ideas affect the improvement of the pre-
writing.
At the same time, it is purposeful, since the objective of this research
is to make an innovative proposal, which, in this particular case, consists on
doing a didactic guide of techniques to generate ideas in pre-writing, which
seeks to find the solution to the problem in the existing pre-writing.
Finally, it should be noted that according to the control of the
variables, the research carried out is of a non-experimental nature because
no experiment is carried out that allows the application of the proposal to
see the impact of the results.
3.4 Research methods
Knowing that the theoretical methods lead to a broader and higher
intellectual process, it is verified that the executed project takes as
indispensable the historical-logical method, which allows the researcher to
characterize the object of the study according to its evolution and
chronological development, in this particular case, it refers to whether the
previous research has been relevant and helped to solve the problems
present in tenth-year students of B.G.E. regarding to pre-writing and
techniques to generate ideas, to consider them as specific antecedents in
the progress of this work.
In this way, the method of analysis-synthesis is applied throughout
34
the research, fundamental for the researcher to abstract the information
presented in a comprehensive and complementary way and, with the ability
to perceive in detail and to relate the reality of the individuals of the study
with the criteria to select the relevant information and organize it in the
construction of the synthesis related to improving the aforementioned
conflict situation that is achieved through the diagnosis of these events.
Undeniably, the inductive-deductive method is also used since it is
fulfilled and a diagnosis is made in a specific context that is, starting with
tenth year students of B.G.E of the "Francisco Huerta Rendón" High School,
so that later, the solution found and the alternatives for improvement can be
shared and socialized for future researches, thus demonstrating its
relevance.
Therefore, the present research needs the systemic-structural-
functional method, in this way, the novelty of the proposal is demonstrated
interrelated with all aspects of the same study. This method is implemented
through the structural design of the different parts of the proposal and the
interrelation between them, together with the functions of each of the parts
of the didactic guide with the techniques to generate ideas in pre-writing,
specifically aimed at the teaching update of these techniques during the
teaching-learning process of writing skill.
It is concluded that this research does not make use of empirical
methods, rather the statistical methods are applied, specifically the
descriptive one since, when analyzing the research instruments, that is, the
observation guide, the interview and the survey related to the dependent
and independent variables, quantitative data already obtained throughout
the study can be organized in tables and figures.
3.5 Research techniques
During the current research project, the empirical research
techniques are used, they serve to verify the validity of the variables and the
plausibility of the possible proposal. For the aforementioned motive, it has
35
been resolved to employ the following techniques.
Initially, a class observation was done, with which the conceptual
performances and abilities of the students were objectively evaluated, and
the proper attention was given to the techniques of generation of ideas in
the pre-writing used by the teachers during the work session, the facts were
perceived directly during the three visits at the high school.
Later the interview technique is used, being formal, directed,
informative and semi-structured, done to the teacher who is directly in
charge of the teaching-learning process in order to know the methodology
applied in the high school, and to diagnose the management of the
techniques to generate ideas when reinforcing the pre-writing.
In the same way, the survey technique is applied, aimed at tenth year
students of B.G.E. with the purpose of verifying that there is indeed a
problem situation based on pre-writing, which -in turn- has as its main cause
the lack of techniques to generate ideas; the objective is to ensure, in
addition, that the application of the possible proposal will provide a
significant improvement to the aforementioned problem.
3.6 Research instruments
For the concretion of the previously selected techniques, the
instruments developed in this research are observation guide and
questionnaire for the interview and survey, which allow to confirm in an
integral way the problematic and its causes during this process to apply the
possible proposal to the people of study in "Francisco Huerta Rendón" High
School.
The observation guide contains seven aspects to evaluate in the
students and seven in the teachers with a rating scale, the interview directed
to the teacher in charge of teaching English consists of a questionnaire of
six open questions, and the survey contains a series of statements based
on Likert scale that will determine the incidence of the problem in the sample
studied.
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3.7 Operationalization of the variables
Table 1
Authors: Gloria Chace Quelal & Angélica Espinoza Llanos.
TECHNIQUES
TO GENERATE
IDEAS
Set of practical
procedures to
collect new ideas
creatively with the
purpose of
arriving at the
specific result
stated in the
writing skill.
Types of
techniques
1. Brainstorming
2. Wh-Questions
3. Mind mapping
4. Outlining
5. Wall charts
6. Discussion
Class
organization
1. Individual
2. In pairs
3. In groups
PRE-WRITING
Initial stage
where the
general ideas to
be transmitted
are assembled
and
communication
strategies are
developed before
beginning the
writing process.
Stages of
pre-writing
1. Planning of
ideas
2. Organization
of ideas
Types of text
1. Narrative
2. Descriptive
3. Argumentative
4. Exhibitory
Properties of
a text
1. Adequacy
2. Coherence
3. Cohesion
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3.8 Population and Sample
3.8.1 Population
In "Francisco Huerta Rendón" High School, there are four courses of
tenth year of Basic General Education, “A” that has 37 students, “B” with 37,
“C” with 39 and “D” of 38 that consists of a total of 151 students. Therefore,
the population to be considered in this research is the number of students
mentioned above, which means that the sample must be obtained passed
the 100 students as indicated. The number of students of the sample must
be taken in a random form, since all members of the population have the
same chances of being chosen for it.
The population of the school is homogeneous, they belong in their
great majority to similar socio-economic levels, there are, among them,
relation as far as cultural factors, included between the same ages.
Table 2
Population of “Francisco Huerta Rendón” High School
Item Strata Frequency Percentage %
1 STUDENTS 151 98.70%
2 TEACHERS 1 0.65%
3 AUTHORITIES 1 0.65%
Total 153 100%
Source: Campus Secretary of “Francisco Huerta Rendón” High School.
3.8.2 Formula
This calculator uses the following formula for the sample size n:
n = N*X / (X + N – 1),
where,
X = Zα/22 *p*(1-p) / MOE2,
and Zα/2 is the critical value of the Normal distribution at α/2 (e.g.
for a confidence level of 95%, α is 0.05 and the critical value is 1.96), MOE
is the margin of error, p is the sample proportion, and N is the population
38
size. Note that a Finite Population Correction has been applied to the
sample size formula. (Daniel, 1999)
Based on this formula, the digital sample calculator is used, which
denotes the values shown below:
Figure 4. Sample calculator. Source: (Select Statistical Services, 2019).
Table 3
Strata of the sample of “Francisco Huerta Rendón” High School
Strata Population Sample
STUDENTS 151 59
TEACHERS 1 1
AUTHORITIES 1 1
Total 153 61
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3.8.3 Sample
In this research project, it is required to work with a representative
sample of the elements of the population, it is applied to 59 students
registered in the tenth year of B.G.E., of "Francisco Huerta Rendón" High
School that has a population of 151 students, the same ones who
collaborate in the development of this research, not only because they are
immersed in the educational process, but also because they have criteria
referring to the topic they live on a daily basis.
Table 4
Sample of “Francisco Huerta Rendón” High School
Ítem Strata Frequency Percentage %
1 STUDENTS 59 96.72 %
2 TEACHERS 1 1.64 %
3 AUTHORITIES 1 1.64 %
Total 61 100%
There are four English teachers working in the institution in the
academic period 2019-2020, distributed: two for the basic and two for
baccalaureate. One of them Lic. Ramón de Jesús Sánchez Noriega with
three of the four parallels in tenth year, was assigned for this project to
analyze the techniques which he uses to generate the ideas in his students
regarding pre-writing.
The Rector, MSc. Marco Yambay is the highest authority of the
institution, who approved the developed project, but did not participate in
the study.
40
3.9 Analysis and interpretation of results
After applying the instruments of the research, the results were as follows.
3.9.1 Analysis of the survey
Table 5
Frequency and percentage in the survey item no. 1
1. It takes me time to organize my ideas to make a short writing.
CODE CATEGORY FREQUENCY PERCENTAGE
Item N° 1 Totally agree 15 25%
Agree 17 29%
Indifferent 14 24%
Disagree 6 10%
Totally disagree 7 12%
TOTAL 59 100% Source: Students of tenth year “A” & “C” of B.G.E. at “Francisco Huerta Rendón” High School. Authors: Gloria Chace Quelal & Angélica Espinoza Llanos.
Figure 5. Survey item N°1 Source: Students of tenth year “A” & “C” of B.G.E. at “Francisco Huerta Rendón” High School. Authors: Gloria Chace Quelal & Angélica Espinoza Llanos.
Comment:
The sample of tenth year taken was 59 students, of which 29 percent
considers very difficult to organize their ideas, 25 percent finds it
problematic because it takes them time. On the other hand, 24 percent is
indifferent to organize ideas for short writings, while the remaining 22
percent in total (10% and 12% of the sample), believes that organizing their
ideas is easy. The respondents mostly state that there is a difficulty in
organizing and planning their ideas when writing and this makes the
research feasible because it demonstrates that generating ideas needs to
fulfill all the steps.
41
Table 6
Frequency and percentage in the survey item N°2
2. It is difficult for me to start writing.
CODE CATEGORY FREQUENCY PERCENTAGE
Item N° 2 Totally agree 11 19%
Agree 17 29%
Indifferent 17 29%
Disagree 8 14%
Totally disagree 6 10%
TOTAL 59 100% Source: Students of tenth year “A” & “C” of B.G.E. at “Francisco Huerta Rendón” High School. Authors: Gloria Chace Quelal & Angélica Espinoza Llanos.
Figure 6. Survey item N° 2
Source: Students of tenth year “A” & “C” of B.G.E. at “Francisco Huerta Rendón” High School. Authors: Gloria Chace Quelal & Angélica Espinoza Llanos.
Comment:
In the second statement the 19% and 29% of groups that agree (48
percent), said that they find hard to start writing, the 29% believes that it is
a little bit difficult but they are indifferent with this fact, but only the 23 percent
(13% and 10%) mentioned that it is not hard to start writing. In this question,
the difficulties in pre-writing are evident, the majority of students present the
blank page syndrome because when students have to write, they do not
what, why and how to begin, blocking their ideas, and that is where teachers
must intervene with appropriate techniques to help them.
42
Table 7
Frequency and percentage in the survey item N°3
3. I consider it important to organize myself in advance to generate ideas.
CODE CATEGORY FREQUENCY PERCENTAGE
Item N°3 Totally agree 18 31%
Agree 19 32%
Indifferent 10 17%
Disagree 7 12%
Totally disagree 5 8%
TOTAL 59 100% Source: Students of tenth year “A” & “C” of B.G.E. at “Francisco Huerta Rendón” High School. Authors: Gloria Chace Quelal & Angélica Espinoza Llanos.
Figure 7. Survey item N° 3
Source: Students of tenth year “A” & “C” of B.G.E. at “Francisco Huerta Rendón” High School. Authors: Gloria Chace Quelal & Angélica Espinoza Llanos.
Comment:
Of all the participants, the 32% and 31%, 63 percent in total, said that
it is important to organize themselves in advance to generate ideas because
that way, they can define the purpose and the parts of what they are going
to write in advance. Seventeen percent is indifferent to this situation,
because it is almost certain, that for them the previous organization in pre-
writing is not important. While the 20 percent remaining (12% and 8% that
disagrees) considers that it is not essential to do this. Then, if most of them
believe that a previous organization is necessary, it is possible to say that a
guide with techniques to generate ideas in pre-writing can help teachers and
students of this grade.
43
Table 8
Frequency and percentage in the survey item N°4
4. I can generate my ideas by doing mind maps.
CODE CATEGORY FREQUENCY PERCENTAGE
Item N°4 Totally agree 3 5%
Agree 10 17%
Indifferent 12 20%
Disagree 16 27%
Totally disagree 18 31%
TOTAL 59 100% Source: Students of tenth year “A” & “C” of B.G.E. at “Francisco Huerta Rendón” High School. Authors: Gloria Chace Quelal & Angélica Espinoza Llanos.
Figure 8. Survey item N° 4.
Source: Students of tenth year “A” & “C” of B.G.E. at “Francisco Huerta Rendón” High School. Authors: Gloria Chace Quelal & Angélica Espinoza Llanos.
Comment:
According to 31% and 27% of the respondents (58 percent in total)
consider that they do not know how to use mind maps in order to generate
ideas during the pre-writing. A 20 percent believes that it could be or not
useful, but they are disregard with this, and the 17% and 5% (22 percent
remaining) consider mind maps as helpful and that they can apply them.
The use of techniques to generate ideas as mind maps is accepted, for this
reason the implementation of a guide to generate ideas in pre-writing with
those students is relevant due to the fact that they could have a tool for
organizing and planning their ideas as it is mentioned previously.
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Table 9
Frequency and percentage in the survey item N°5
5. I notice that my teachers perform practical procedures so that I can write with ease.
CODE CATEGORY FREQUENCY PERCENTAGE
Item N°5 Totally agree 9 15%
Agree 7 12%
Indifferent 12 20%
Disagree 14 24%
Totally disagree 17 29%
TOTAL 59 100% Source: Students of tenth year “A” & “C” of B.G.E. at “Francisco Huerta Rendón” High School. Authors: Gloria Chace Quelal & Angélica Espinoza Llanos.
Figure 9. Survey item N° 5.
Source: Students of tenth year “A” & “C” of B.G.E. at “Francisco Huerta Rendón” High School. Authors: Gloria Chace Quelal & Angélica Espinoza Llanos.
Comment:
Of all the students surveyed, the 29% and 24% that disagrees with
the statement (53 percent in total) said that the teacher does not perform
practical procedures in pre-writing, 20% are indifferent with the practical
procedures that their teachers use because they only follow models to write.
However, a 27 percent confirms that the teacher uses some practical
procedures. Most of the students believe that the teacher needs to
implement new activities in the class, which means teacher needs a guide
with techniques to generate ideas in pre-writing in order to make the
students’ work easy.
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Table 10
Frequency and percentage in the survey item N°6
6. I like to write freely.
CODE CATEGORY FREQUENCY PERCENTAGE
Item N°6 Totally agree 12 20%
Agree 10 17%
Indifferent 13 22%
Disagree 10 17%
Totally disagree 14 24%
TOTAL 59 100% Source: Students of tenth year “A” & “C” of B.G.E. at “Francisco Huerta Rendón” High School. Authors: Gloria Chace Quelal & Angélica Espinoza Llanos.
Figure 10. Survey item N° 6.
Source: Students of tenth year “A” & “C” of B.G.E. at “Francisco Huerta Rendón” High School. Authors: Gloria Chace Quelal & Angélica Espinoza Llanos.
Comment:
The students in this survey state that they do not like to write freely
in a 41%, that means the 24%, and 17% that disagrees with this item
because they only do it for obtaining their scores. The 22% is indifferent to
write freely, they do not care about writing, they prefer other activities, and
the 20% and 17% (37 percent in total who agrees with the item) said that
they like writing. This phenomenon could be solved with good motivation by
teachers and also the suitable techniques to generate ideas in pre-writing
could help students to organize their ideas and what they want to express.
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Table 11
Frequency and percentage in the survey item N°7
7. I believe that writing is useful to convey my thoughts.
CODE CATEGORY FREQUENCY PERCENTAGE
Item N°7 Totally agree 25 42%
Agree 10 17%
Indifferent 17 29%
Disagree 4 7%
Totally disagree 3 5%
TOTAL 59 100% Source: Students of tenth year “A” & “C” of B.G.E. at “Francisco Huerta Rendón” High School. Authors: Gloria Chace Quelal & Angélica Espinoza Llanos.
Figure 11. Survey item N° 7.
Source: Students of tenth year “A” & “C” of B.G.E. at “Francisco Huerta Rendón” High School. Authors: Gloria Chace Quelal & Angélica Espinoza Llanos.
Comment:
The 42% and 17% (59 percent in total) of the surveyed students are
clear that writings can help to transmit their thoughts since they consider it
as a way of communication. While 29 percent is indifferent to all this process
that involves writing. Only the 7% and 5% (13 percent) do not agree with
this item because they prefer speaking rather than writing. The creation of
a guide with techniques to generate ideas in pre-writing can be useful for
the teacher in tenth year B.G.E because in this way, his or her students can
notice the importance of writing with an accurate motivation, in order to
elaborate narrative or descriptive texts based on their own experiences in a
further situation.
47
Table 12
Frequency and percentage in the survey item N°8
8. My writings make sense and are logical.
CODE CATEGORY FREQUENCY PERCENTAGE
Item N°8 Totally agree 9 15%
Agree 8 14%
Indifferent 20 34%
Disagree 17 29%
Totally disagree 5 8%
TOTAL 59 100% Source: Students of tenth year “A” & “C” of B.G.E. at “Francisco Huerta Rendón” High School. Authors: Gloria Chace Quelal & Angélica Espinoza Llanos.
Figure 12. Survey item N° 8.
Source: Students of tenth year “A” & “C” of B.G.E. at “Francisco Huerta Rendón” High School. Authors: Gloria Chace Quelal & Angélica Espinoza Llanos.
Comment:
With regard to the statement that, if their writings have sense and are
logical, 34% of the students surveyed are indifferent, that is, they perceive
that they are not interested in writing and at the same time, they do not know
the properties of a text since it is, for this reason, that their writings do not
have cohesion and coherence according to their level. 29% reports that their
writings are not logical because they disagreed with the statement and 8%
strongly disagrees, so both groups are aware of their shortcomings and note
that they want a change. On the other hand, 14% and 15% agree that their
writings have sense, that is, they indicate that they have a basis for writing,
although they still do not know the properties of the text.
48
Table 13
Frequency and percentage in the survey item N°9
9. While writing, I can describe facts, situations or people without difficulty.
CODE CATEGORY FREQUENCY PERCENTAGE
Item N°9 Totally agree 13 22%
Agree 8 14%
Indifferent 16 27%
Disagree 15 25%
Totally disagree 7 12%
TOTAL 59 100% Source: Students of tenth year “A” & “C” of B.G.E. at “Francisco Huerta Rendón” High School. Authors: Gloria Chace Quelal & Angélica Espinoza Llanos.
Figure 13. Survey item N° 9.
Source: Students of tenth year “A” & “C” of B.G.E. at “Francisco Huerta Rendón” High School. Authors: Gloria Chace Quelal & Angélica Espinoza Llanos.
Comment:
The 27% of respondents is indifferent to the fact that they can
describe facts or situations without difficulty when the teacher asks them to
write, so it can be inferred that they are unaware of the types of text they
must identify according to their level so that they can also appropriate the
structures taught in English. 25% and 12% recognize that it is difficult to
describe facts according to their level, which shows that they still have gaps
that do not allow them to advance. While 22% and 14% base with their
answers that they can perform these types of texts because they are easier
to perform, which shows that if descriptive or narrative texts are written, it
will have a positive effect on the learning of writing.
49
Table 14
Frequency and percentage in the survey item N°10
10. The writings that I make show the reality in which I develop.
CODE CATEGORY FREQUENCY PERCENTAGE
Item N°10
Totally agree 6 10%
Agree 14 24%
Indifferent 26 44%
Disagree 9 15%
Totally disagree 4 7%
TOTAL 59 100% Source: Students of tenth year “A” & “C” of B.G.E. at “Francisco Huerta Rendón” High School. Authors: Gloria Chace Quelal & Angélica Espinoza Llanos.
Figure 14. Survey item N° 10.
Source: Students of tenth year “A” & “C” of B.G.E. at “Francisco Huerta Rendón” High School. Authors: Gloria Chace Quelal & Angélica Espinoza Llanos.
Comment:
This statement is related to the previous one, to know if the students
are able to make writings that demonstrate the reality in which they develop,
that is to say, if they can describe facts of daily life and also if the context in
which they unfold affects the way in which they learn to write in English.
44%, being the highest percentage, is indifferent to this situation, for them
writing is only to comply with the activity and it does not matter if they show
their reality or share their experiences. 24% and 10% consider that they can
show the reality of their lives through writing, although with certain
limitations according to their level. But 15% and 7% are reluctant to write
meaningfully about their daily experiences in a natural way, not only
because of the lack of knowledge of the types of text, but also because of
shortcomings in the generation of ideas.
50
Table 15
Frequency and percentage in the survey item N°11
11. I am able to transmit my thoughts through what I write.
CODE CATEGORY FREQUENCY PERCENTAGE
Item N°11
Totally agree 9 15%
Agree 7 12%
Indifferent 13 22%
Disagree 23 39%
Totally disagree 7 12%
TOTAL 59 100% Source: Students of tenth year “A” & “C” of B.G.E. at “Francisco Huerta Rendón” High School. Authors: Gloria Chace Quelal & Angélica Espinoza Llanos.
Figure 15. Survey item N° 11.
Source: Students of tenth year “A” & “C” of B.G.E. at “Francisco Huerta Rendón” High School. Authors: Gloria Chace Quelal & Angélica Espinoza Llanos.
Comment:
The contents of what students in the tenth year of General Basic
Education write must transmit their thoughts in a clear, logical, precise and
concise way. However, 39% and 12% of the respondents say that it is hard
for them to start writing and therefore cannot transmit their thoughts,
perhaps they are blocked at the beginning. 22% considers indifferent the
fact of being able to express what they think and feel through writing. Only
15% and 12% emphasize the importance of diffusing their thoughts through
writing. It can be deduced that most students, although they recognize that
through writing, they can share their thoughts, they consider that they
cannot do it well and that is the problem that arises during pre-writing.
51
Table 16
Frequency and percentage in the survey item N°12
12. I would like my teachers to apply tactics so that I can write easily.
CODE CATEGORY FREQUENCY PERCENTAGE
Item N°12
Totally agree 20 34%
Agree 17 29%
Indifferent 7 12%
Disagree 5 8%
Totally disagree 10 17%
TOTAL 59 100% Source: Students of tenth year “A” & “C” of B.G.E. at “Francisco Huerta Rendón” High School. Authors: Gloria Chace Quelal & Angélica Espinoza Llanos.
Figure 16. Survey item N° 12.
Source: Students of tenth year “A” & “C” of B.G.E. at “Francisco Huerta Rendón” High School. Authors: Gloria Chace Quelal & Angélica Espinoza Llanos.
Comment:
Teachers, like students, play a fundamental role in the teaching-
learning process since they are the immediate guides to motivate, correct
and make this process feasible. Therefore, the statement demands
students, if they would like their teachers to apply tactics for them to write
with ease, and this is how the results show that 34% and 29% totally agree,
because with the appropriate techniques they are able to write appropriately
in relation to what they live day to day. 12% is indifferent to not recognizing
the value that tactics or techniques would have in their learning. 17% and
8% do not consider that the tactics used by teachers can implement the way
in which they write because they denote that there will be no results and
that they would continue to interact in the traditional way as they have been
doing.
52
Table 17
Frequency and percentage in the survey item N°13
13. I believe that my teachers should have an update regarding their ways of teaching to write.
CODE CATEGORY FREQUENCY PERCENTAGE
Item N°13
Totally agree 19 32%
Agree 19 32%
Indifferent 13 22%
Disagree 4 7%
Totally disagree 4 7%
TOTAL 59 100% Source: Students of tenth year “A” & “C” of B.G.E. at “Francisco Huerta Rendón” High School. Authors: Gloria Chace Quelal & Angélica Espinoza Llanos.
Figure 17. Survey item N° 13. Source: Students of tenth year “A” & “C” of B.G.E. at “Francisco Huerta Rendón” High School. Authors: Gloria Chace Quelal & Angélica Espinoza Llanos.
Comment:
The traditional way of teaching has been strongly criticized in recent
times, since currently what is sought is for students to develop all their skills
and abilities to face the challenges of this century. Consequently, to this
fact, the students were asked if they believed that their teachers should be
updated in the way they teach to write, the two groups with 32% (64% that
would be the total of the two) declared that they totally agreed, because
when they update they can be innovative in their classes. 22% considers
this situation indifferent since the ways in which their tutors teach do not
concern them. The two remaining groups of 7% (14% between them) are in
common disagreement since, according to them, they do not affect the way
in which their educators teach and that this would only indicate more tasks
in classes and at home.
53
Table 18
Frequency and percentage in the survey item N°14
14. I think that my teachers must organize themselves previously with activities so that I can generate ideas.
CODE CATEGORY FREQUENCY PERCENTAGE
Item N°14
Totally agree 15 25%
Agree 17 29%
Indifferent 14 24%
Disagree 9 15%
Totally disagree 4 7%
TOTAL 59 100% Source: Students of tenth year “A” & “C” of B.G.E. at “Francisco Huerta Rendón” High School. Authors: Gloria Chace Quelal & Angélica Espinoza Llanos.
Figure 18. Survey item N° 14.
Source: Students of tenth year “A” & “C” of B.G.E. at “Francisco Huerta Rendón” High School. Authors: Gloria Chace Quelal & Angélica Espinoza Llanos.
Comment:
The students surveyed agree in 29% and 25% that their teachers
should organize themselves previously with activities that help and allow
them to generate ideas with ease when they are assigned writing tasks,
since this way they will not waste time and the work will become enjoyable.
24% is indifferent to the situation, since organizing for them does not imply
an advantage or a disadvantage when carrying out their tasks, practically
they improvise and try to do what is asked. 15% and 7% of students do not
meditate on the situation that their teachers are organized at the time of pre-
writing, since for them generating ideas is not so complex, they say that it is
only writing what should be done and not how someone gets to the product.
54
Table 19
Frequency and percentage in the survey item N°15
15. I would like my teachers’ explanations to be innovative and that my writing classes be creative and dynamic.
CODE CATEGORY FREQUENCY PERCENTAGE
Item N°15
Totally agree 25 42%
Agree 14 24%
Indifferent 10 17%
Disagree 4 7%
Totally disagree 6 10% TOTAL 59 100%
Source: Students of tenth year “A” & “C” of B.G.E. at “Francisco Huerta Rendón” High School. Authors: Gloria Chace Quelal & Angélica Espinoza Llanos.
Figure 19. Survey item N° 15. Source: Students of tenth year “A” & “C” of B.G.E. at “Francisco Huerta Rendón” High School. Authors: Gloria Chace Quelal & Angélica Espinoza Llanos.
Comment:
The specifications that a teacher gives their students to perform activities
related to writing in English should be clear and innovative at the same time,
because most students do not like to write and therefore, they are looking
for that with the right techniques, their classes turn creative and dynamic.
42% and 24% (66%) agree with this fact and therefore require a teaching
update as mentioned in the preceding items since the writing process will
not be tedious. 17% does not agree or disagree, for them it is the same
whether the classes are motivating or not because they do not really like to
write. 10% and 7% do not agree that the explanations of their teachers are
creative because this would indicate that they should do more writing, so it
means that the work will be excessive.
55
Table 20 Distribution of the absolute frequency and percentage
Source: Students of tenth year “A” & “C” of B.G.E. at “Francisco Huerta Rendón” High School. Authors: Gloria Chace Quelal & Angélica Espinoza Llanos.
N° ITEMS
CATEGORIES
TOTAL Totally agree Agree Indifferent Disagree Totally disagree
F % F % F % F % F %
1. It takes me time to organize my ideas to make a short
writing. 15 25% 17 29% 14 24% 6 10% 7 12% 59= 100%
2. It is difficult for me to start writing. 11 19% 17 29% 17 29% 8 14% 6 10% 59= 100%
3. I consider important to organize myself in advance to
generate ideas. 18 31% 19 32% 10 17% 7 12% 5 8% 59= 100%
4. I can generate my ideas by doing mind maps. 3 5% 10 17% 12 20% 16 27% 18 31% 59= 100%
5. I notice that my teachers perform practical procedures
so that I can write with ease. 9 15% 7 12% 12 20% 14 24% 17 29% 59= 100%
6. I like to write freely. 12 20% 10 17% 13 22% 10 17% 14 24% 59= 100%
7. I believe that writing is useful to convey my thoughts. 25 42% 10 17% 17 29% 4 7% 3 5% 59= 100%
8. My writings make sense and are logical. 9 15% 8 14% 20 34% 17 29% 5 8% 59= 100%
9 While writing, I can describe facts, situations or people
without difficulty. 13 22% 8 14% 16 27% 15 25% 7 12% 59= 100%
10 The writings that I make show the reality in which I
develop. 6 10% 14 24% 26 44% 9 15% 4 7% 59= 100%
11 I am able to transmit my thoughts through what I write. 9 15% 7 12% 13 22% 23 39% 7 12% 59= 100%
12 I would like my teachers to apply tactics so that I can
write easily. 20 34% 17 29% 7 12% 5 8% 10 17% 59= 100%
13 I believe that my teachers should have an update
regarding their ways of teaching to write. 19 32% 19 32% 13 22% 4 7% 4 7% 59= 100%
14 I think that my teachers must organize themselves
previously with activities so that I can generate ideas. 15 25% 17 29% 14 24% 9 15% 4 7% 59= 100%
15 I would like my teachers’ explanations to be innovative
and that my writing classes be creative and dynamic. 25 42% 14 24% 10 17% 4 7% 6 10% 59= 100%
56
3.9.2 Interview results
Questionnaire
1. What kind of techniques to generate ideas do you use for the
development of pre-writing?
The technique I usually use to start writing is “questions and answers”,
that is, I ask them something and I request them to write down their
answers, then we continue with exercises on the board.
2. Do you know what are the stages of pre-writing when you generate
ideas in your students?
Of course, first, the students need to know the subject that we are going
to discuss, another important thing is the vocabulary to finally continue
with the development of writing.
3. Do you consider that students have difficulties when they want to
produce descriptive writings? Yes_____ No_____ Explain why?
Yes, definitely, most of our students present problems, and it is because
the education in the schools, they have not even received English, so
when they come here, to our institution, I have to try to identify those
various problems, and from there, to develop a class where these
students can learn or try to level, everything in order to not affect those
students who have knowledge and could advance more quickly.
4. Do you think that the writings your students do are adequate and
coherent according to their level of study?
This question is related to the previous one, as I had already commented
the students will not be able because the level of preparation they have.
So, they have a hard time trying to identify even the basic part of English,
such as structuring sentences.
5. Do you contemplate that a teacher update is important regarding
techniques to generate ideas to perfect the pre-writing of your
students?
Yes, for us as teachers it would be a great help to receive an update of
57
techniques to generate ideas, any type of learning for the teacher is
beneficial, because it directly influences the growth of our students.
I also believe that not only should a teacher be supported, but all the
teachers of our institution, because we need a higher level of preparation
in this 21st century, and you could share with us things that new
generations of students require, to avoid the monotony within our
classrooms.
6. Do you agree that it would be beneficial and useful to implement a
didactic guide of techniques to generate ideas in pre-writing?
The big problem for us is that the English text is delivered to the students
for free, but not to us as teachers, and if we do not have the document
to be able to review and send the tasks to the students, that issue also
limits the teacher, because the guide text is useful for each of the
classes.
If you could provide a guide that will help us, it would be very beneficial
and completely necessary, and if the guide could be in the library the
teachers could use it too.
Comments for:
Question & Answer 1
The answer exposes that the teacher uses a single situation for
motivating and encouraging creativity in students in the pre-writing stage,
so having a variety of techniques at their disposal would be beneficial.
Question & Answer 2
With this answer it can be said that the teacher is not clear about the
stages of writing and less about pre-writing, so a guide of techniques to
generate ideas in pre-writing could be useful.
Question & Answer 3
This response detects a problem in the pre-writing since according
to the teacher; the students have difficulties at the time of generating
58
descriptive writings, which gives rise to the pertinence of the current
research.
Question & Answer 4
With the answer given, it is deduced that there is an insufficiency in
the level that the students must have in relation to the requirements of the
Common European Framework of Reference, therefore a guide with
techniques for the generation of ideas in the pre-writing that facilitate their
writings, is convenient.
Question & Answer 5
The teacher considers that it is necessary and convenient to update
the knowledge in terms of techniques for generating ideas in pre-writing, so
the build-up of a guide that helps in this problem is pertinent.
Question & Answer 6
With this answer it is evident that teachers require a guide with
techniques of generation of ideas in the pre-writing that facilitate the
development of the class and that would be beneficial for them.
Final comment
After the interview held on Monday, June 24th, 2019 referring to the
teacher's answers, it is realized that there is a conflict situation in the pre-
writing due to the lack of techniques that allows students to generate ideas
in this stage. The teacher is not really clear about the stages of pre-writing,
the properties of the text and even the types of text that a tenth student
should also know at A2.1 level.
He blames the educational system for the lack of solid foundations in
the schools, but also emphasizes the lack of educational resources for
teachers. Therefore, a guide with techniques for generating ideas in pre-
writing is necessary and would benefit the teachers of the tenth year of
B.G.E "Francisco Huerta Rendón" High School because they do not have
enough alternative material to prepare their classes. (For further
information, please consult Annex # 2, on pages 153-156).
59
3.9.3 Class observation results
The following qualitative information was obtained through the
observation guide sheet, assessed during the development of two different
English classes of Lic. Ramón Sanchez in tenth year of “Francisco Huerta
Rendón” High School in different days: On Friday, June 21st, 2019, 10th “A”
level was observed from 10h40 to 11h20 with the topic “Inventions: Simple
Past: grammar structures” and on Wednesday, June 26th, 2019 10th “C”
level was observed from 07h00 to 07h40 with the topic “Vacations: Writing
task”. It was divided in seven aspects to be evaluated in teachers and seven
in students that are detailed below. (For further information, please consult
Annex # 2 on pages 150-152).
About teacher’s attitude in the classroom
• The teacher focuses more on grammar structures rather than to
integrate the four skills: reading, listening, speaking and writing.
• The teacher applies the technique of "questions and answers" in an
empirical way since he does not know that it is one of the techniques to
generate ideas, however he gives clear indications to his students.
• He does not use a didactic guide of ideas generation techniques, and he
does not even have the text of tenth year assigned by the Ministry of
Education.
About students’ attitude in the classroom
• Students are willing to work on the activities proposed even when they
do not fully complete the instructions given by the teacher.
• Their level is not adequate to elaborate the types of text required with
coherence and cohesion.
• They have difficulty in generating ideas during pre-writing because they
feel blocked at the moment they have to start writing.
Final comment
As a result of the two classes observed, the researchers can declare
that the use of techniques to generate ideas in pre-writing stage is
60
inexistent; the students cannot develop the writing process with normality,
because the teacher almost never applies techniques, and the stages of
pre-writing process are not completed or clarified. Therefore, providing a
guide with techniques to generate ideas in pre-writing is needed.
3.9.4 Triangulation
The triangulation
carried out permits to
confirm a global
interpretation of the
phenomenon object of the
research and as an
advantage, that it presents,
when two strategies yield
very similar results, thus the
findings are confirmed for
the study. (Benavides & Gómez-Restrepo, 2005).
This research project is validated thanks to the observation guide and
both questionnaires, one for the interview and the other for survey, that
reaches to the conclusion that the development of the writing skill in
students from tenth year of B.G.E. at “Francisco Huerta Rendón” High
School in 2019-2020 is deficient.
When generating their ideas during the pre-writing stage, they are
not well guided with techniques that help them to do it and the English
teacher does not have enough resources as well, so the confidence to
produce written texts is not developed in the students, for this reason it is
mandatory to execute a didactic guide to generate ideas in pre-writing that
helps all the teachers of tenth year in this process.
Figure 20. Triangulation
61
CHAPTER IV
THE PROPOSAL
4.1 Justification
After the application of the empirical techniques: observation, survey
and interview to the teacher of the tenth year of B.G.E. in "Francisco Huerta
Rendón" High School, the triangulation and tabulation of the obtained data
is carried out, which made it possible to emit an analysis of the objective
results. This analysis revealed that there is a complication in written
expression, to be exact, in the pre-writing stage. This is because students
present difficulties from the moment they do not know how to generate ideas
in the sub-stages of the pre-writing.
The elaboration of a text represents a great challenge for the
students, who test their writing skills in English, but having no clear idea of
how or what to start writing, this conflict increases considerably, of the non-
application of techniques that generate ideas in the pre-writing.
Therefore, it can be expressed that the implementation of a didactic
guide with techniques to generate ideas in pre-writing is fundamental, in
such a way that the use of them can facilitate, develop and improve the
performance of the teacher in the classroom and benefit the students of
tenth year of BGE, also, the proposed techniques can be used by other
courses, if necessary.
The didactic guide, as a fundamental axis of the proposal, favors all
those involved and therefore the society in general, since it allows a highly
productive development of the student community, who, by being able to
use the techniques that generate ideas, can actively contribute to all
academic activities.
The techniques to generate ideas in pre-writing will not only be
convenient in the subject of English, since the same activities can be useful
62
in other subjects and even throughout the student's training process, thus
increasing their creativity, competitiveness in an environment of
individualized and / or collaborative work with an adequate management of
time and resources.
4.2 Objectives of the proposal
4.2.1 General objective
To support teachers’ techniques to generate ideas in pre-writing
through a didactic guide to develop students' communicative competence.
4.2.2 Specific Objectives
• To update the theoretical foundations of teachers regarding the
techniques to generate ideas in pre-writing.
• To guide teachers methodologically on techniques for generating
ideas in pre-writing.
• To create concrete activities that allow students to generate ideas in
pre-writing.
4.3 Feasibility of the proposal
This work is considered feasible because the didactic guide can be
socialized in the educational community as in several institutions, according
to the following aspects:
4.3.1 Technical aspect
The authors of this proposal are the ones who made the didactic
guide of techniques to generate ideas in the pre-writing without extra
technical help, since with basic technological tools like Canva, it was
possible to achieve the design and the complete elaboration of the work,
which would have a high impact at "Francisco Huerta Rendón" High School
in case the project proposal would be carried out.
4.3.2 Financial aspect
The didactic guide directed to update the techniques to generate
63
ideas in pre-writing that the instructors teach to the students of tenth year of
B.G.E. in the English language, will be self-financed by the members of the
current project, the same ones that facilitate the resources required to
perform the activities that will allow an effective and efficient academic
development.
4.3.3 Human aspect
The didactic guide has adequate information on techniques to
generate ideas in pre-writing, which will be useful for the tenth year B.G.E.
teachers, and in which the students will participate in activities for learning
English; thus, both will be benefited within the educational scope. In
addition, institutional support is available to those who provide their
provision, services, and infrastructure for the development of this proposal.
4.4. Description of the proposal
The didactic guide of techniques to generate ideas in pre-writing is a
tool directed to teachers of tenth year of Basic General Education of
“Francisco Huerta Rendón” High School; and contemplates as main goal to
improve the linguistic competence of the students in the English language,
specifically in the writing through techniques to generate ideas with their
respective activities.
This guiding element that introduces actions in the pre-writing of the
English language is based on the following criteria: basic thematic contents,
exhibition of these with didactic language, combination of theoretical and
practical aspects in a pleasant visual format.
Intercultural themes are approached to provide moral lessons and
that catch the attention of the person who is going to write, with a logical
sequence and order. It should be noted that the didactic guide is based on
the English book conferred by the Ministry of Education to public institutions,
this text has allowed choosing the appropriate techniques according to the
six units that the book has.
64
The structure of the didactic guide is the following:
• The cover with the title "How to generate my students’ ideas during
the pre-writing?”, their respective images and the authors’ names.
• The copyright of the authors of this didactic guide.
• A sheet focused on the values to be treated in general.
• The scope and sequence that serves to determine the techniques
that are used according to the units.
• The introduction that holds the reasons why this research problem
was presented and how it came about with the solution with this
proposal.
• The diagnostic test directed to the teacher, which will allow him or
her to self-assess according to his or her knowledge in techniques to
generate ideas based on pre-writing. This test is objective and
contains 10 questions that, with the score scale, determine the level
of domain of the subject.
• The theoretical bases about pre-writing and the sub-stages, also the
respective analysis of the principles and types of text that must be
executed with the students of the tenth year of B.G.E.
• The general indications have not only the structure of the didactic
guide but also the interpretation of their respective iconography.
• The six different techniques of the described proposal show in each
one of them similarities regarding the structure that is detailed below:
The first part, with the title and a picture referring to the technique to be used
and an overview of the technique, that is its definition, importance and how
to do it.
The second part of specific methodological guidelines that -in turn- has the
following subdivisions:
➢ The general information that is distributed in two tables:
The first one involves the name of the macro skill that is the
writing, the selected stage of this skill, the pre-writing, the CEFR
standards in relation to this skill, the technique to be used, the
level of the students, the course, the unit to be treated, the lesson,
65
which in all cases is number three since it is the one that contains
specific writing tasks and the objective of applying this technique.
The second table contains the indicators of this unit, the materials
to be used, the time taken to apply the technique, the
configuration of the students in the class and the activities of both
books: Student's book and Workbook with their page number and
specific exercises. In addition, the authors and the source that is
the English book of the Ministry of Education are indicated at the
end.
➢ The development where instructions are given to the teachers
that helps to know how to correctly apply the technique and the
resources to be used.
➢ The example based on the activity of the Student's book that
serves as a basis for the teacher to guide his or her students
towards the writing work established in the book.
➢ The task that is indicated in the Workbook, which can be worked
in class depending on the time or autonomously at home, under
the same guidelines previously established by the teacher.
➢ The photocopiable sheet of the technique that serves as a
suggestion so that it can be used by the teacher and developed
by the students.
• The final test of objective and summative nature that allows teachers
to know, by means of a scale, how they progressed, whether they
were updated in terms of techniques to generate ideas and whether
they learned more about pre-writing.
• The recommendations when using this didactic guide, tips that will
help the teacher.
• The bibliographical references used for the development of this
didactic guide.
• A quote that carries a message related to the importance of the inter-
learning of the English language.
• The back cover with the biography of the authors.
66
4.5. Conclusions and recommendations of the research techniques
Conclusions
1. It is evident that students do not like to write and even worse they refuse
to do the activities alone, which have been proposed by the teacher
previously.
2. The teacher hardly ever uses techniques to generate the students’ ideas
during pre-writing to avoid the blank page syndrome on them.
3. It is notable that the teacher does not perform motivational activities
during the first stage of writing, which is the pre-writing to help them to
plan and organize the ideas.
4. The traditional method of teaching is strongly rooted, and the teacher
believes that only grammar is important for the development of writing.
5. All teachers do not have the guide text provided by the Ministry of
Education, as it is delivered to the students, or other types of resources
to have more options in the teaching of writing.
Recommendations 1. It is suggested that the teacher change the organization of the students
to involve everyone and enhance cooperative learning to generate ideas
in pre-writing optimizing time.
2. In order to evade monotony, the teacher should use a variety of
techniques that help and allow his students to blow up easily with ideas
in pre-writing.
3. It is necessary that the teacher knows the sub-steps of pre-writing so he
can adapt the activities that motivate students to learn writing and
generate ideas straightforwardly.
4. Students must show the real context in which they develop, so it is
fundamental that the teachers are updated in terms of theoretical
knowledge and techniques to generate ideas involving all four skills that
are needed in English.
5. Teachers should be concerned about having alternatives with regard to
the teaching resources to be used, so the didactic guide of techniques
to generate ideas would be beneficial and very useful to help everyone.
114
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137
REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA
FICHA DE REGISTRO DE TESIS
TÍTULO Y SUBTÍTULO: Técnicas para generar ideas en la pre-escritura. Guía didáctica de técnicas para generar ideas en la pre-escritura.
AUTOR(ES) (apellidos/nombres): Chace Quelal Gloria Isabel Espinoza Llanos Angélica Rosario
REVISOR(ES)/TUTOR(ES) (apellidos/nombres):
Tutora: PhD. Cruz Rizo Lorna
INSTITUCIÓN: Universidad de Guayaquil
UNIDAD/FACULTAD: Facultad de Filosofía, Letras y Ciencias de la Educación
MAESTRÍA/ESPECIALIDAD: Lenguas y Lingüística
GRADO OBTENIDO: Licenciatura en Ciencias de la Educación
FECHA DE PUBLICACIÓN: No. DE PÁGINAS:
ÁREAS TEMÁTICAS: Lengua Inglesa
PALABRAS CLAVES: Pre-escritura, técnicas para generar ideas, guía didáctica.
RESUMEN/ABSTRACT (150-250 palabras):
La escritura es y ha sido siempre uno de los mayores problemas que han enfrentado los estudiantes durante el proceso de aprendizaje del idioma inglés. Así, con este proyecto de investigación, se ha constatado de manera particular, que los 151 estudiantes de décimo año de educación general básica del colegio “Francisco Huerta Rendón” en el 2019-2020, requieren de un nivel A2.1 y presentan inconvenientes al momento de generar ideas durante la pre-escritura, debido a la escasez de técnicas utilizadas por los docentes previo a la realización de un escrito. Por ello, el objetivo principal es establecer la incidencia de las técnicas para generar ideas en la pre-escritura por medio de una investigación bibliográfica, de campo y estadística, permitiendo desarrollar las variables en este trabajo. Los métodos utilizados son histórico-lógico, análisis-síntesis, inductivo-deductivo, sistémico-estructural-funcional. Los instrumentos utilizados son la guía de observación y el cuestionario para la entrevista y la encuesta. En conclusión, el análisis de los resultados de la encuesta aplicada a la muestra de 59 estudiantes denota la necesitad imperial de implementar una guía didáctica para que los docentes cuenten con una herramienta variada que les permita optimizar la calidad de la escritura de sus estudiantes. Por tanto, la guía didáctica ha sido creada y puede ser aplicada por los maestros de la mencionada institución.
ADJUNTO PDF: SI NO
CONTACTO CON AUTOR/ES: Chace Quelal Gloria Espinoza Llanos Angélica
Teléfonos: 098 908 2221 099 790 3151
E-mail: gicq.chabe@gmail.com arell_18_95@hotmail.com
CONTACTO CON LA INSTITUCIÓN: Nombre: Secretaría de la Escuela de Lenguas y Lingüística
Teléfono: (04) 2294888 Ext. 123
E-mail: lenguas.linguistica.filo@gmail.com
x
138
NATIONAL REPOSITORY IN SCIENCE AND TECHNOLOGY
THESIS REGISTRATION FORM
TITLE AND SUBTITLE: Techniques to generate ideas in pre-writing. Didactic guide of techniques to generate ideas in pre-writing.
AUTHORS: Chace Quelal Gloria Isabel Espinoza Llanos Angélica Rosario
REVIEWERS/ADVISOR: Advisor: PhD. Lorna Cruz Rizo
INSTITUTION: University of Guayaquil
FACULTY: Faculty of Philosophy, Letters and Sciences of Education
CAREER: Languages and Linguistics
TITLE OBTAINED: Bachelor Degree in Science of Education
DATE OF PUBLISHING: NUMBER OF PAGES:
THEMED AREAS: English Language
KEYWORDS: Pre-writing, techniques to generate ideas, didactic guide.
ABSTRACT (150-250 words):
Writing is and has always been one of the biggest problems that students have faced during the English language learning process. Thus, with this research project, it has been found, in particular, that the 151 tenth-year students of Basic General Education of “Francisco Huerta Rendón” High School in 2019-2020, require an A2.1 level and have problems to generate ideas during pre-writing, due to the deficiency of techniques used by teachers prior to writing. Therefore, the main objective is to establish the incidence of techniques to generate ideas in pre-writing through a bibliographic, field and statistical research, allowing the development of the variables in this work. The methods used are historical-logical, analysis-synthesis, inductive-deductive, systemic-structural-functional. The instruments used are the observation guide and the questionnaire for the interview and the survey. In conclusion, the analysis of the results of the survey applied to the sample of 59 students denotes the imperial need to implement a didactic guide for teachers to have a varied tool that allows them to optimize the quality of their students' writing. Thus, the didactic guide has been created and can be applied by the teachers of the institution mentioned previously. ATTACHED PDF: YES NO
AUTHORS NAMES AND CONTACT: Chace Quelal Gloria Espinoza Llanos Angélica
Telephones: 098 908 2221 099 790 3151
E-mail: gicq.chabe@gmail.com arell_18_95@hotmail.com
CONTACT IN THE INSTITUTION: Name: Secretarial of the School of Languages and
Linguistics Telephone: (04) 2294888 Ext. 123
E-mail: lenguas.linguistica.filo@gmail.com
x
139
LICENCIA GRATUITA INTRANSFERIBLE Y NO EXCLUSIVA PARA EL USO
NO COMERCIAL DE LA OBRA CON FINES ACADÉMICOS
CHACE QUELAL GLORIA ISABEL con C.I. 180424942-1 y ESPINOZA LLANOS
ANGÉLICA ROSARIO con C.I. 093046745-1, certificamos que los contenidos
desarrollados en este trabajo de titulación, cuyo título es “TECHNIQUES TO
GENERATE IDEAS IN PRE-WRITING. Propuesta: DIDACTIC GUIDE OF TECHNIQUES
TO GENERATE IDEAS IN PRE-WRITING”, son de nuestra absoluta propiedad,
responsabilidad y según el Art. 114 del CÓDIGO ORGÁNICO DE LA ECONOMÍA
SOCIAL DE LOS CONOCIMIENTOS, CREATIVIDAD E INNOVACIÓN*, autorizamos el
uso de una licencia gratuita intransferible y no exclusiva para el uso no comercial
de la presente obra con fines académicos, en favor de la Universidad de
Guayaquil, para que haga uso del mismo, como fuera pertinente.
________________________ ______________________________
CHACE QUELAL GLORIA ISABEL ESPINOZA LLANOS ANGÉLICA ROSARIO C.I. No. 180424942-1 C.I. No. 093046745-1
*CÓDIGO ORGÁNICO DE LA ECONOMÍA SOCIAL DE LOS CONOCIMIENTOS, CREATIVIDAD E
INNOVACIÓN (Registro Oficial n. 899 - Dic./2016) Artículo 114.- De los titulares de derechos de obras creadas en las instituciones de educación superior y centros educativos.- En el caso de las obras creadas en centros educativos, universidades, escuelas politécnicas, institutos superiores técnicos, tecnológicos, pedagógicos, de artes y los conservatorios superiores, e institutos públicos de investigación como resultado de su actividad académica o de investigación tales como trabajos de titulación, proyectos de investigación o innovación, artículos académicos, u otros análogos, sin perjuicio de que pueda existir relación de dependencia, la titularidad de los derechos patrimoniales corresponderá a los autores. Sin embargo, el establecimiento tendrá
una licencia gratuita, intransferible y no exclusiva para el uso no comercial de la obra con fines académicos.
ANEXO 12
141
Photos of “Francisco Huerta Rendón” High School and the
institution’s authority
Recognition of the institution by the researchers. Source: “Francisco Huerta Rendón” High School.
Authors: Gloria Isabel Chace Quelal & Angélica Rosario Espinoza Llanos.
Meeting with MSc. Marco Yambay, Dean of the institution. Source: “Francisco Huerta Rendón” High School.
Authors: Gloria Isabel Chace Quelal & Angélica Rosario Espinoza Llanos.
142
Photos of the researchers during the class observation
Class Observation n°2: Wednesday, June 26th, 2019. Source: “Francisco Huerta Rendón” High School.
Authors: Gloria Isabel Chace Quelal & Angélica Rosario Espinoza Llanos.
Class Observation n°1: Friday, June 21th, 2019. Source: “Francisco Huerta Rendón” High School.
Authors: Gloria Isabel Chace Quelal & Angélica Rosario Espinoza Llanos.
143
Photos of the researchers during the interview
Interview to Lic. Ramón Sánchez, teacher of tenth year of B.G.E. Source: “Francisco Huerta Rendón” High School.
Authors: Gloria Isabel Chace Quelal & Angélica Rosario Espinoza Llanos.
144
Photos of the students during the survey
Students of tenth “A” year of B.G.E. Source: “Francisco Huerta Rendón” High School.
Authors: Gloria Isabel Chace Quelal & Angélica Rosario Espinoza Llanos.
Students of tenth “C” year of B.G.E. Source: “Francisco Huerta Rendón” High School.
Authors: Gloria Isabel Chace Quelal & Angélica Rosario Espinoza Llanos.
145
Photos of the application of the proposal
Students of tenth year generating ideas with the Brainstorming technique.
Source: “Francisco Huerta Rendón” High School. Authors: Gloria Isabel Chace Quelal & Angélica Rosario Espinoza Llanos.
The researchers explaining to Lic. Ramón Sánchez about techniques to generate ideas in pre-writing.
Source: “Francisco Huerta Rendón” High School. Authors: Gloria Isabel Chace Quelal & Angélica Rosario Espinoza Llanos.
146
Thesis tutoring photos
Tutoring session n°1: May 22nd, 2019. Source: Teachers' room of the School of Languages and Linguistics.
Authors: Gloria Isabel Chace Quelal & Angélica Rosario Espinoza Llanos.
Tutoring session n°2: May 27th, 2019. Source: Teachers' room of the School of Languages and Linguistics.
Authors: Gloria Isabel Chace Quelal & Angélica Rosario Espinoza Llanos.
147
Thesis tutoring photos
Tutoring session n°3: June 10th, 2019. Source: Teachers' room of the School of Languages and Linguistics.
Authors: Gloria Isabel Chace Quelal & Angélica Rosario Espinoza Llanos.
Tutoring session n°4: June 17th, 2019. Source: Teachers' room of the School of Languages and Linguistics.
Authors: Gloria Isabel Chace Quelal & Angélica Rosario Espinoza Llanos.
148
Thesis tutoring photos
Tutoring session n°5: June 24th, 2019. Source: Teachers' room of the School of Languages and Linguistics.
Authors: Gloria Isabel Chace Quelal & Angélica Rosario Espinoza Llanos.
Tutoring session n°6: July 15th, 2019. Source: Teachers' room of the School of Languages and Linguistics.
Authors: Gloria Isabel Chace Quelal & Angélica Rosario Espinoza Llanos.
149
Thesis tutoring photos
Tutoring session n°7: July 22nd, 2019. Source: Teachers' room of the School of Languages and Linguistics.
Authors: Gloria Isabel Chace Quelal & Angélica Rosario Espinoza Llanos.
Tutoring session n°8: July 29th, 2019. Source: Teachers' room of the School of Languages and Linguistics.
Authors: Gloria Isabel Chace Quelal & Angélica Rosario Espinoza Llanos.