Written production in EFL through blogging and cooperative learning at A-level

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Written production in EFL through blogging and cooperative learning at A-level

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Title: Written production in EFL through blogging and cooperative learning at A-level
Author: Montaner Villalba, Salvador
Abstract: Nuestro objetivo principal es verificar si los alumnos mejoraron su nivel de producción escrita en ILE a través de blogs desde la perspectiva del enfoque del aprendizaje cooperativo. Los alumnos que participaron en este experimento estaban en su primer año académico de niveles A dentro del sistema educativo español. Su nivel de inglés era B1 según el MCER. Una vez identificado el nivel de los alumnos relacionado con la producción escrita en ILE, se estableció una pregunta de investigación para confirmar si los alumnos mejoraron su nivel de producción escrita a través de los blogs. A partir de esta pregunta de investigación, se creó la siguiente hipótesis inicial: 1. Bloguear ayuda a los estudiantes a aumentar su producción escrita en ILE dentro del enfoque del aprendizaje cooperativo. El método elegido fue la investigación-acción, lo que implica que se analizaron los resultados cuantitativos. Los resultados fueron bastante satisfactorios. La investigación se ha publicado en educación no universitaria y, en particular, en estudios de nivel A.Our main objective is to verify whether learners improved their level of EFL written production through blogging from the perspective of the Cooperative Learning approach. The learners participating in this experiment were in their 1st academic year of A-levels within the Spanish education system. Their level of English was B1 according to the CEFR. Having identified the learners’ level related to EFL written production, one research question was established to confirm whether learners improved their level of written production through blogging. From this research question, the following starting hypothesis was created: 1. Blogging helps learners increase their EFL written production within the Cooperative Learning approach. The chosen method was action-research implying, thus, that quantitative outcomes were analyzed. The results were quite satisfactory implying, in consequence, that this current paper is worth and interesting since not much research has been published at non-university education and, in particular, in A-level studies.
URI: http://hdl.handle.net/10662/10253
Date: 2020


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