What effective activities can I implement in my 6th grade a class to improve students writing perfomance?

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(1)Departamento de Inglés Action Research Project What effective activities can I implement in my 6th grade A class to improve students writing performance?. Carolina Muñoz Barriga Tutores: Pablo Silva Camilo Ramos.

(2) 1. Index Abstract ............................................................................................................................................... 3 Abstracto ............................................................................................................................................. 4 Introduction ......................................................................................................................................... 5 Context ................................................................................................................................................ 6 I. School .......................................................................................................................................... 6 II. The class ..................................................................................................................................... 7 III. Problem ..................................................................................................................................... 7 IV. Question .................................................................................................................................... 9 Rationale ............................................................................................................................................. 9 Gantt Chart ........................................................................................................................................ 11 Literature Review .............................................................................................................................. 12 I. Effective activities ......................................................................................................................... 12 a. Activity .................................................................................................................................. 12 b. Effective activities: ................................................................................................................ 12 c. Scaffolding ............................................................................................................................ 14 II. Writing performance................................................................................................................. 15 a. Writing performance ............................................................................................................. 15 b. Writing process ..................................................................................................................... 16 c. Writing on 6th grade students................................................................................................ 18 Research methodology ...................................................................................................................... 18 I. Data collection instruments........................................................................................................ 18 a. Observation ........................................................................................................................... 18 b. Survey ................................................................................................................................... 19 c. Classroom documents ............................................................................................................ 19 II. Procedures of data collection .................................................................................................... 20 a. Observation ........................................................................................................................... 20 b. Survey ................................................................................................................................... 20 c. Classroom documents ............................................................................................................ 21 III. Action plan timeline ................................................................................................................ 22 Implementations ................................................................................................................................ 22 First implementation: .................................................................................................................... 22.

(3) 2 Second implementation ................................................................................................................ 23 Third implementation: ................................................................................................................... 25 Fourth implementation .................................................................................................................. 26 Fifth implementation ..................................................................................................................... 27 Sixth implementation .................................................................................................................... 29 Data analysis ..................................................................................................................................... 30 Survey ........................................................................................................................................... 30 Analytical observation................................................................................................................... 33 Documents..................................................................................................................................... 34 Triangulation ................................................................................................................................. 35 Modeling ................................................................................................................................... 35 Gathering ideas.......................................................................................................................... 36 Turn ideas into sentences .......................................................................................................... 37 Turn ideas into writing texts...................................................................................................... 38 Reviewing what has been written.............................................................................................. 39 Reflection and analysis of intervention ............................................................................................. 40 Conclusion and implications ............................................................................................................. 41 References ......................................................................................................................................... 44 Appendix ........................................................................................................................................... 46 Appendix A: Analytical observation ............................................................................................. 46 Appendix B: Survey ...................................................................................................................... 47 Appendix C: Implementations’ timeline ....................................................................................... 49 Appendix D: 1st implementation, survey ...................................................................................... 52 Appendix E: 2nd implementation, Analytical observation ............................................................. 53 Appenddix F: 3rd implementation ................................................................................................ 55 Appendix G: 4th implementation ................................................................................................... 57 Appendix H: 5th implementation ................................................................................................... 59 Appendix I: Classroom documents 1 ............................................................................................ 61 Appendix J: Classroom document 2.............................................................................................. 62 Appendix K: 2nd survey ................................................................................................................. 63 Appendix L: Analysis analytical observation ............................................................................... 64.

(4) 3. Abstract Within the TEFL’s context, teachers have to deal with different problems; one of them is how to develop the different skills on students. This action research was carried out in a 6th grade of Inmaculada Concepción Nuestra Señora de Lourdes School, located in Peñaflor. This project was focused on the writing skill and how to make students improve it. The way to achieve this improvement was based on different authors who support the actions taken. In addition, different instruments were conducted in order to measure data and conclude a solution. Theory and instruments were adapted to the context. Keywords: TEFL, writing process, writing performance..

(5) 4. Abstracto. En el contexto de la enseñanza del inglés como idioma extranjero, los profesores deben lidiar con diferentes problemas; uno de ellos es cómo desarrollar diferentes competencias en los estudiantes. Esta investigación fue llevada a cabo en un 6to año del Colegio Inmaculada Concepción Nuestra Señora de Lourdes, localizado en Peñaflor. Este proyecto se enfocó en la competencia de escritura y cómo hacer que los estudiantes la mejoren. La manera de lograr esta mejora está basada en diferentes autores lo cuales apoyan las acciones tomadas. Además, diferentes instrumentos fueron aplicados para medir los datos y concluir una solución. Teoría e instrumentos fueron adaptados al contexto. Palabras clave: TEFL, proceso de escritura, desempeño de escritura..

(6) 5. Introduction. During the teaching practice teachers face different problems and issues that affect on their teaching, therefore, on students learning. Sometimes it is difficult to reveal the real reason of those problems. For this reason, an action research is an accurate tool to reflect and improve English Teachers practices. Burns (2010) states that an action research involves self-reflection and a critical and systematic approach to explore the teaching’s contexts. The current action research is conducted within Colegio Inmaculada Concepción Nuestra Señora de Lourdes, specifically on a 6th grade. The school is inserted on an EFL context. As a consequence this investigation is based on EFL teaching. This action research looks for improvements on students’ writing performance through effective activities. First of all, the school and 6th grad A students is described to understand the problem and decisions taken through this investigation. After that, the problem and the research question are layed out. In addition, the reasons, relevance and impact of this action research are explained. Subsequent, the literature review is exposed in order to base the investigation on recognized author on this area. Then, a research methodology is exposed. On this section, the instruments to collect data are presented. In addition, a timeline is written in order to let the reader know when and how were the interventions. After that, the interventions are described in detail; there are 2.

(7) 6. surveys and 4 activities. The next step was to show the instruments’ results previously exposed and analyze them. Finally, the reflections, conclusions and implication take place on this investigation.. Context I. School Inmaculada Concepción Nuestra Señora de Lourdes School is located in Peñaflor. It is a Catholic educational institution which is part of the Congregación de las Religiosas de Nuestra Señora de Lourdes. As stated in the school’s mission, the institution promotes an integral development of students, with a special emphasis on academic excellence and Christian values. (Misión del establecimiento, n.d.) The school is subsidized and it hosts 789 students. There are classes from prekindergarten to 12th grade; from prekindergarten to 8th grade there are 2 classes per level (A and B) and from 9th grade to 12th grade there is 1 class per level, with an average of 34 students per class. Referring to English classes, there is not English department. However, there are three English teachers at the school. The primary school teacher who teaches from 1st to 3rd grade; another teacher who is in charge of teaching from 4th to 8th grade and the other English teacher who teaches from 9th to 12th grade. Nevertheless, English is taking into consideration as an independent subject from 5th. While on 4th grade, the final English mark is considered as a regular mark in the Language subject. At the beginning of the year, teachers have to send the annual planning of every level to UTP. They have to send the contents that are assessed on the global tests weeks.

(8) 7. beforehand. Besides, teachers have plenty of freedom to perform the lessons as they consider. II. The class This Action Research proposal studies a 6th grade A, which is constituted by 33 students; 16 boys and 17 girls. Their ages vary from 11 to 12 with the exception of one student who is 14 years old. In relation to students’ economic background, their context is heterogeneous, that is to say, students come from different socio economic contexts. With regard to physical conditions of the classroom, the sitting arrangement consists in desks organized in rows in front to the teacher’s desk. In addition, students and teachers have access to a projector and a radio within the classroom. In relation to English, 6th grade’ students’ proficiency level is between A1 and A2 and they have 4 pedagogical hours of English subject per week. Students used to work with the students’ book given by the Ministry of Education: ‘‘The English Village’’. The lessons used to be grammar-centered and students usually do drawings in order to learn vocabulary, all these activities were developed without any context; for instance, students drew the vocabulary, but they did not make use of it. Furthermore, students did not use to perform writing activities. III. Problem To understand the main problem it is necessary to describe different events that have been happening during the year. The first event observed was that, despite the fact the lesson were planned to last 90 minutes; it was not possible to make students work on the established time. Therefore, they did not do all the proposed activities. Although, the lessons planned were adapted by.

(9) 8. reducing the number of activities in order to achieve the learning objective students spent more time doing an activity that could be completed in less time. Activities such as reading comprehension or pair interviews; for instance, 10 minutes are given to students to read a text. However, most of them usually spend time talking to each other or do other non-task related things. The second event was that some students copied to their classmates’ written answers. The checked writing activities revealed that they were alike; students used the same words, in the same order, committing the same mistakes. Furthermore, another issue to be considered is that it is difficult to make students perform and complete writing activities. This situation has occurred repeatedly throughout the semester, as described in a reflective journal:. While I gave instructions to students (for a writing task), they were paying attention. After giving instructions I asked students to paraphrase and explain them in order to be sure that instructions were understood. However, when students started to work, they began asking how they can do the activity. As they did not know how to perform the activity, they started to disturb the class shouting and running. (Muñoz, 2016, p. 6). Taking into consideration that students understand instructions as it was described on the journal, it can be inferred that the problem is related to the development of effective activities to conduct students to perform writing tasks..

(10) 9. IV. Question Considering what has been previously outlined, it is possible to assert that the problem that should be solved is to implement effective activities to make students improve writing performance. The research question is: What effective activities can I implement in my 6th grade A class to improve students writing performance?. Rationale. This Action research facilities teachers’ reflection with a view on solving pressing issues regarding their teaching practice. In addition, the lack of methodologies and strategies during the teaching practices uses to be persistent through the time. Despite the fact, teachers know their weaknesses; it is difficult to realize how to improve them. For this reason it is necessary to take into consideration different points of view and analyze different aspects related to the problem in order to find a solution. Moreover, some teachers thing that the context is responsible for problems presented during the teaching practice. And an action research encourages them to be agents of change finding solutions to those problems through reflection. In addition, through the Action Research process, it is possible to find several points of view from different important authors. Taking into account what the authors propose, it is possible to realize that intuition is not enough to improve the teaching practice..

(11) 10. The current action research is conducted as a starting point of a trainee teacher teaching praxis. Although the degree gave teachers an important amount of knowledge, there are still aspects that are necessary to improve. With regard to Inmaculada Concepción Nuestra Señora de Lourdes’ context, particularly on 6th grade A, writing performance is relevant since it has not been developed on students. On EFL’s context, writing skill is as important as any of the other three skills, to learn the target language. According Scrivener (2011) and Richards & Rodgers (2014) writing is especially difficult to develop in EFL contexts because it encompasses a long process so as to produce outcomes in students. In addition, the English Program from the Ministry of Education requests that 6th grade students should be able to produce -with the appropriate guidance- simple and short pieces of writing (Ministerio de Educación, 2012, p. 48) In relation to the school community, this Action Research project has an impact on students since it is expected to find the best strategy to improve the 6th grade A students’ writing skill. Finally, the expected outcomes from this project are to share this experience with other EFL teachers and teacher trainees. Hopefully, this project helps others to reflect on their practice with a view on improving their students’ learning experience..

(12) 11. Gantt Chart Actions. August 1 2. Context. 3. September 4. 1. 2. 3. 4. 1. 2. November 3. X X X. Question. X X. Rationale. X. Literature Review. X X X. X X X X. Data Collecti on. X X X X. Conclusions. Improvements Final Presentation. 1. 2. 3. 4. 1. 2. X X X. Interventions. Data Analysis. 4. December. X X. Problem. Research Methodology. October. X X X X X X X. 3. 4.

(13) 12. Literature Review I. Effective activities a. Activity To establish what is an effective activity, it is necessary to define what activity on EFL means; Scrivener (2011) states that an activity is ‘‘something that learners do that involves them using or working with language to achieve some specific outcome.’’ (p. 37). While Brown & Lee (2015) define activity as ‘‘a reasonable unified set of students behaviors, limited in time, preceded by some direction from the teacher, with a particular objective.’’ (p. 220). Taking into consideration these definitions, activities should have a specific objective, which should be clear when planning such activity. According to the research question, the skill that the activities should reinforce is writing. In addition, the time provided to students is important and the directions should be regarding to the written process such as, gathering ideas, order the ideas and so on.. b. Effective activities: Although an activity has all the elements previously exposed it does not mean the activity is actually effective. Activities should work as a whole to be effective. An isolated activity will not achieve the automatization of the learning objective. According to Ur (2007) an effective practice activity should be verbalized; an explanation about the content taught. After that, it needs to be automatized; practiced by students to finally make them.

(14) 13. work autonomously. When students are able to work autonomously using a content taught is because the implemented activities were effective. Moreover, Ur (2007) states that: The individual practice procedure should ideally be integrated into a series of activities that helps the learner’s progress from strongly teachers-supported controlled practice at the beginning to later automatic and eventually autonomous reception and production of the language. (p. 27) Taking into account that the research question is related to writing, the method that will help students to progress on that skill is the process of writing. The effective activities should guide students to follow the steps in order to goal a written product. In addition, Ur (2007) states a set of characteristics that teachers should take into account to plan effective activities: . Validity: Activate the skill to improve; writing. . Pre-learning: A preliminary knowledge should be provided to students before they perform the activities; topic’s vocabulary, grammar structure, linking words and so on.. . Volume: The greater the amount of target language, the better automatization of the knowledge; all the lessons should be in English, the examples given by the teacher are related to the topic.. . Success-orientation: It is important to check students’ mistakes to do the activities right. If there is not correction fossilization could be produced. Repeated successful performance is likely to result in effective automatization; for this reason scaffolding is important to get a success-orientation. In addition, correct mistake is.

(15) 14. an important skill to develop; if students are able to correct their own mistakes they will be able to improve their written skill. . Heterogeneity: The activities should be useful for all the levels of the group. Taking into account that the proficiency level is not the same on all 6th grade A students, the effective activities should drill the previous knowledge, but vary the topic or the activities through the time.. . Teacher assistance: To propose the activities and give clear instructions help students perform the activities successfully. For this reason instruction is taken into account on an effective activity.. . Interest: It is important not being boring having an interesting topic with meaningful information to students. It could be through games-like ‘fun’ task, attention catching material, talking about students’ feelings or challenging students’ intellect. The effective activities that are implemented are about the students’ experiences; for instance, how did you feel yesterday? or What did you do last weekend? Moreover, a survey applied to students is taking into account to know how they prefer to work and how they feel when they are performing written activities. Taking into consideration that an effective activity should be verbalized,. automatized to make students work autonomously, another concept is important to achieve this result; scaffolding. c. Scaffolding Richard and Schmidt (2002) define scaffolding as ‘‘a teaching/learning strategy where the teacher and learners engage in a collaborative problem/solving with the teacher providing demonstrations, support, guidance and input and gradually withdrawing these as the learner becomes increasingly independent.’’ (p. 466).

(16) 15. While Rodgers (2004) addresses that ‘‘Adults support children’s learning by structuring the task’s difficulty level, jointly participating in problem solving, focusing the learner’s attention to the task and motivating the learner.’’ (p. 504) Taking into consideration the previous scaffolding definition, students are scaffolded by examples, instructions, guidance and drilling the previous knowledge. It is important to mention that students did not use to work on their writing process, for this reason is necessary to model every step in order to guide them.. II. Writing performance a. Writing performance Brown (2015) states that ‘‘written language is simply the graphic representation of spoken language, and that written performance is much like oral performance, the only difference lying in graphic instead of auditory signal.’’ (p. 427) While Ur (2007) adds that ‘‘a purpose of writing, in principle, is the expression of ideas, the conveying of a message to the reader; the ideas themselves should arguably been seen as the most important aspect of the writing.’’ (p. 163) As a productive skill, writing conveys messages just as speaking does. However, 6th grade students did not use to express their ideas by writing, they used to fill the blanks within a structure done by the teacher, the ideas that they had to write on the blanks are the vocabulary provided on the pre-activity. As a consequence, those activities did not allow students to convey a purposeful message and it impacted on students’ motivation, also, because it was not meaningful..

(17) 16. b. Writing process Richards and Schmidt (2002) define writing process as: The strategies, procedures and decision-making employed by writers as they write. Writing is viewed as the result of complex process of planning, drafting, reviewing and revising and some approaches to teaching for first and second language writing teach students to use these process. (p. 592) To define a written structure it is necessary to teach students how to compose a written product by following a process. According to Brown (2015) to produce a written task it is necessary to think, to make a draft, write a text and check it. Moreover, some time ago the most important aspects of a written report were grammar, a good structure and well organized. Nowadays, those aspects are important, however, the most valuable part of writing is the process, and that students can be able to write a meaningful message. Nation (2009) supports the previous thought addressing that ‘‘the main idea behind a process approach is that it is not enough to look at what the learners have produced. In order to improve their production, it is useful to understand how it was produced.’’ (p. 115) This implies that students will improve their writing skill if the teacher guides them on their writing process more than just expecting the result of a written product. According to Nation (2009) a possible division of the writing process could be the following: ‘Considering the goals of the writer; having a model of the reader; gathering ideas; organising ideas; turn ideas into writing texts; reviewing what has been written; editing’ (p. 114) Those steps can be modified according to each context, in other words, teachers can adapt the process in order to fit the specific situation and students’ needs..

(18) 17. Furthermore, Scrivener (2001) states that a teacher should set a written task, collect it and put a mark. However, there are several possible steps that could be in the middle of setting a written task and collect it. The author gives a sample of how to guide a written process: Choose a topic; choose a genre; get ideas; discuss the ideas with others to get new perspectives; select between ideas; sequence ideas, take notes, diagrams, etc. to help organise ideas; find grammar and lexis suitable for the text; do practice exercise on language items that will be useful; study sample and model texts similar to what they want to write; plan the organisation of the text; draft a rough text; get feedback on content; get feedback on language use; co-write section of text in groups; make alterations and rewrites; write a final version; find appropriate readers (p. 236) Taking into account that the time is limited and 6th grade A students did not use to write texts, the Nation’s model is accurate to implement. In addition, Scrivener (2011) makes a difference between guided writing and process writing. He states that on guided writing ‘‘you guide students to write longer texts in quite restricted or controlled tasks by offering samples, models, possible language items, advice, organisational frameworks, etc.’’ (p. 235). While on process writing ‘‘students write what they want to, with help, encouragement and feedback from you and others throughout the process of choosing a topic, gathering ideas, organising thoughts, drafting, etc.’’ (p. 235). According to the 6th grade A students, the effective writing activities are guided by the teacher, students write about the meaningful topic provided by the teacher..

(19) 18. c. Writing on 6th grade students In accordance to the Ministry of Education English Programme, a 6th grade student should be able to produce -with the appropriate guidance- literary and non-literary texts to share information. Moreover, students should be able to develop a writing process organising their ideas and correcting their mistakes. To motivate student to share information, the topic should be meaningful; to organise ideas, a brainstorming is accurate to implement; and to correct mistakes, students should be trained to realize the mistakes, not only during the writing process, but also to identify and correct common mistakes. The previous concepts defined are related to the research question and to its answer’s hypothesis: to improve writing performance on students it is necessary to implement activities. However, those activities should be effective to achieve the improvement. For this reason, the effective activities should scaffold students to guide them on their writing process. Therefore, students’ writing performance. All this, on a 6th grade students’ context.. Research methodology I. Data collection instruments This Action Research includes three types of instruments; observation, surveys and classroom documents. a. Observation Observations portrayed the teacher’s point of view because the events were observed by the teacher. The events observed are the parts of the activity, such as instructions, gathering ideas, turn ideas into sentences and so on; and the students’.

(20) 19. responses. Those areas are described to analyze them. The main purpose is to know if the activities contain the elements to be effective. Taking into account that what is observed is analyzed; an analytical observation is accurate. Analytical observations ‘‘take the process of recording reflective observations one step further by getting you to think about the main elements or features of their meanings.’’ (Burns, 2010, p. 68) This type of observation enables the analysis and reflection of the events that are part of this action research. This instrument is helpful because it is possible to write events and students responses while the lesson is in progress. However, it is necessary to spend time to analyze those events versus students’ responses. It is not possible to analyze it while the lesson is performed. b. Survey The objective of the survey is to know students’ point of view in relation to different aspects while they are writing texts in English. Those aspects are feelings, confidence and scaffolding. A survey is suitable to collect students’ point of view. ‘‘It’s best to use questionnaire (also sometimes called a survey, checklist or schedule) rather than interviews when you want to get responses from several people and you don’t have time to interview’’ (Burns, 2010, p. 81). Therefore, it is necessary to take into account that there are 33 students who will be part of this survey. c. Classroom documents With regard to classroom documents, the texts written by students are the instruments to know if the students actually improve their writing performance after the.

(21) 20. interventions. Moreover, analyzing classroom documents is helpful to identify any problem during the writing process. ‘‘Collect students’ text over a set period of time and monitor the improvements and gaps in their writing.’’ (Burns, 2010, p. 55). II. Procedures of data collection a. Observation Four observation records will be collected and stored, from October 21st to November 3rd; one per lesson. The records are about the post activities of each lesson. Analytical observations are applied in every writing activity done during the implementations. Those observations are composed by the three dimensions suggested by Burns (2010); events, student’s responses and analysis. (see appendix A, page 46) b. Survey The survey comprises a rating scale’s item and a rank order items. The first item includes statements that look for students’ feelings during writing activities and the scale of answers. are. from. ‘muy. de. acuerdo’. to. ‘muy. desacuerdo’.. Moreover,. the. survey encompasses statements of actions that have been observed on some students. Those statements look to find if those actions are frequent among students. On the second item, students have to rank the parts of a writing activity. They have to rank from the easiest to the most difficult for them. Therefore, this item determines which stages are more difficult to them in order to reinforce the writing steps. The first item encompasses eleven statements: ‘Confío en mis conocimientos cuando escribe textos en Inglés’ and ‘Siento miedo de cometer errores al escribir textos en Inglés’ are to determinate if students trust in themselves when they write text in English..

(22) 21. ‘Cuando escribe textos en Inglés prefiero trabajar en pareja en vez de solo/a’ and ‘Cuando trabajo en pareja siento que aporto tanto como mi compañero’ are to know if they prefer to work individually or in pairs and if this method is effective or not. ‘Me cuesta escribir textos en Inglés’ and ‘Es mejor escribir un texto en Inglés cuando conozco los temas’ are to know if it is difficult to write texts in English to students and what is the best way to present the topics of the text to students. ‘Entiendo las intructtiones antes de escribir un texto en Inglés’ and ‘Pongo atención a las instrucciones cuando escribo textos en Inglés’ are to know if it is necessary to emphasize on instructions during the implementations. ‘Me cuesta empezar a escribir un texto en Inglés una vez dadas las instrucciones’ and ‘Necesito que la profesora me guíe cuando escribo en Inglés’ are to know if students need more than instructions to start writing a text in English. Finally, ‘Reviso el texto que escribí en Inglés antes de entregarlo’ is to know if students use to check their written texts before deliver them. Moreover, the survey is written in Spanish because the language could interfere on the students’ answers. The implementations will be guided according what authors exposed on the literature review and the results of this survey. (See appendix B. Page 47) c. Classroom documents The instrument of the classroom documents refers to the student’s written texts. They show the results of the activities and students learning. The students’ written texts give an idea of the process of the development of writing skill. The documents will be collected after the second and fifth implementation..

(23) 22. III. Action plan timeline. Taking into consideration that the time to collect data was limited, the data were collected during three weeks, that is to say, six lessons. On the one hand, the survey was conducted before and after the implementation; October 13th and November 4th in order to look for improvements on student’s feelings, disposition and confidence. In addition, the documents that were taken into account were the students’ product during the first and the last written activity in order to analyze the improvements of the students’ writing performance. On the other hand, the analytical observations were conducted during all the activities implementation that is to say, from October 20th to November 3rd. It is useful to demonstrate the process through the analytical observations. (see appendix C. Page 49). Implementations The following six implementations were conducted from October 13th to November 4th. The first and the last ones were surveys to know the students’ points of view about writing activities. While from the 2nd to the 5th implementations were lesson’s post activities and they followed similar steps to make students perform a written process in order to improve their writing performance. First implementation: The first implementation was conducted on October, 13th and it consisted on the first survey. Before starting the survey students were told about the reasons of this survey;.

(24) 23. this implementation helped to know the students’ point of view in order to plan the further ones. After that, a piece of paper was given to each student, then, instructions were read to finally start the survey. On the first item, every statement was read aloud and students answered them immediately after the reading. While on the second item, 4 minutes were provided for students to answer it. The first item consisted on eleven statements and the principal findings were that 42% of students trusted on their knowledge when they write texts in English and 66% of students prefered working in pairs instead of individually. Moreover, 63,6% of students felt that they work as much as their partner when they work in pairs. In addition, it was difficult to write texts in English for 24,2% of students. Furthermore, 84,4% students agreed that it is better to write a text in English when they know the topics. While 57.5% of students understood instructions and a 24,2% were neutral to this statement. Also, 81,8% considers that they payed attention while the teacher was giving instructions. Finally 69,6% checked their written tasks before give it to the teacher. With regard to the second item 63,6% of students considered that understanding instructions was the easiest step on the writing process. While 39,3% thought that order their ideas was the most difficult step. Another step that students considered difficult was to correct their mistakes. (see appendix D. Page 52) Second implementation The second implementation was conducted on October, 21st and the topic was ‘What did you do yesterday?’ During the pre and while activity, tools such as vocabulary.

(25) 24. (verbs in past, linking words) and a brief explanation of the use of ‘did’ and ‘didn’t’ were provided. In addition, during the while activity students read an e-mail about a girl who was telling them what she did yesterday. (see appendix E. Page 53) After that, the implementation started on the post activity; students had to answer that e-mail. After the instructions, a model was provided to students. •. Ex.. Dear friend, Yesterday, I went to the cinema. Then, wrote a letter. Then, I sang a song. Xoxo, Miss Carolina. After that, a brainstorming was done by students. Finally, students start writing. The result’s samples are the following: Student A: ‘Dear Friend, Yesterday. I went to the played Pokemon go. Then, studied English. Then, I read book’. Student B: ‘Dear friend.

(26) 25. Yesterday I studied English Then I went to Zumba Then I watched TV best’. Student C: ‘Dear friend, Yesterday, I went to yoga. I sang song. I then went home. Xoxo,’ (see appendix I. Page 61). Third implementation: This intervention was conducted on October 27th, and students had to answer the following question: ‘‘how did you feel yesterday? Why?’’. The objective of the activity was that students write the answer of this question. To achieve the activity’s objective, vocabulary were previously provided to students, such as linking words; ‘because’ and ‘then’. In addition, instructions were divided into short tasks. The first instructions were that students had to work individually. They had to answer the questions, How did you feel yesterday? Why? Write two feelings and write two places. Then, CCQs were asked to be sure that students understood the instruction..

(27) 26. Students started to pay attention when a model of the activity was shown; it was an example of what they had to do. While the model was explained to students, the activity was interrupted to give information. In spite of the fact students were paying attention at the beginning of the modeling part, after the interruption it was difficult to continue with the activity. After the activity, students completed a brainstorming on the board, it was about feelings. Then, new instructions were given: work individually, link your ideas with ‘Because’ and ‘Then’. After that, a model was given as an example Then, students started writing. However, around 4 students still did not know what they had to do, therefore instructions were given specially to them and they started writing. They were monitored while they performed the activity and some students asked some questions related to vocabulary. Finally, during the closure, some volunteers read their answers. However, students started talking to other and few of them payed attention to their classmates. (see appendix F. Page 55) Fourth implementation The fourth implementation was conducted on October, 28th and the topic was ‘Scary things’. This topic was chosen because it was near to Halloween. During the pre and while activity students were provided with vocabulary and a review of the verbs in past learnt on the previous lesson. On this implementation, students had to do the brainstorming in pairs, and not as a whole group on the board. Students were provided with a model in order to give them a better understanding of the activity, it was orally and the example was projected on the.

(28) 27. same slide than the instructions. After that, CCQs were asked to them. Students did not disturb the lesson; however there was a lower participation than during the others implementations. This brainstorming one had three dimensions, that is to say, students had to complete a chart with time expressions, places and things that make students feel afraid. Example: When?. Where?. Why?. Last week. At the cinema. Watch a vampire. After that, new instructions were provided; students had to organise their ideas. Then, students were provided with 7 minutes to write theirs answers. However, around 5 students asked again what they had to do. Hence, instructions were given specially to them. Despite the fact students were provided with 7 minutes; they spent 15 minutes performing the activity. Finally, students volunteers participated on the closure activity. They shared their answers with their classmates, after which their classmates were asked about what students said. (see appendix G. Page 57) Fifth implementation The fifth implementation was conducted on November, 3rd and students had to answer the question: ‘What did you do last weekend?’ This question was meaningful to them due to they had a long weekend..

(29) 28. The instructions were projected on the board and given orally; students were paying attention while instructions were given. As they payed attention to the instructions, most of them answered the CCQs. The first part of the activity focused on the brainstorming in order to gather student’s ideas. To begin with, a brainstorming was modeled in order to make them write autonomously in pairs. Firstly, students wrote their brainstorming with their own ideas while they were monitored. Secondly, students said their ideas aloud to be written on the board. After that, instructions were given in order to make students turn this brainstorming’s ideas into sentences. They had to work in pairs and make a sentence for each activity. Moreover, they had 15 minutes do to it. After that, students were provided with an example. To follow the written process instructions were given to make students write a complete idea linking their sentence. Students had to link the sentences with the linking words ‘then’ and ‘after’ and they had 10 minutes to do it. This step was also modeled. (see appendix H. Page 59). Some students’ written texts’ samples: Student A: ‘I went to park then, I went to read after, I went to the mall then, I went to the played After, I went to the visit my sister ten, I went to the sleep after, I went to the studied’.

(30) 29. Student B: ‘I slept, then I went to run in the park. After I went to the park, I played playstation. After, I play Mario bros, then, I went to her cousin’s house. After, I played with my brother, after, I ate candys’. Student C ‘I went to the supermarket tottus. Then, I read in the library. After, I studied matematica and in English. Then, I played video games, After, I play in the park. Then, I went run in the wood. After, I went to the mall. Then, I ride a house. After, I went to sleep’ (see appendix J. Page 62). Sixth implementation The last implementation was conducted on November 4th and it was the same survey as the first one. As students were familiar with this survey, it was easier to give instructions and answer it. The results of the second survey are the following: The 69,6% of students trusted on their knowledge when they write texts in English and 45,4% awere afraid to commit mistakes. Moreover, 54,5% of students prefered work in pairs and 78,7% considered that they work as much as their partner. In addition, it was.

(31) 30. difficult to write texts in English to 30,3% of students and 36,3% of students considered that they needed the teacher’s help when they were writing texts in English. Furthermore, 78,7% of students thought that was better to write texts about topics that were familiar to them and 60,6% checked their tasks before give it to the teacher. Also, 63,6% considered that they understood instructions and 75,7% of students payed attention to instructions. (see appendix K. Page 63). Data analysis Survey In order to summarize the survey’s results and compare them between the first and the second one, the alternatives agree and totally agree were taken into account, that is to say, the number of students who answered agree and totally agree were added and the result’s percent were analyzed. Statement. 1st. 2nd. Confío en mis conocimientos cuando escribo textos en Inglés. 42,4%. 69,6%. Siento miedo de cometer errores al escribir textos en Inglés. 42,4%. 21,2%. Cuando escribo en Inglés prefiero trabajar en pareja en vez de solo/a. 66,6%. 54,5%. Cuando trabajo en pareja siento que aporto tanto como mi compañero. 63,6%. 48,4%. Me cuesta escribir textos en Inglés. 24,2%. 30,3%. Es mejor escribir un texto en Inglés cuando conozco los temas. 84,4%. 78,7%. Entiendo las instrucciones antes de escribir un texto en Inglés. 57,5%. 63,6%. Me cuesta empezar a escribir un texto en Inglés una vez dadas las. 23,3%. 24,2%.

(32) 31. instrucciones Necesito que la profesora me guíe cuando escribo en Inglés. 39,3%. 36,3%. Pongo atención a las instrucciones cuando escribo textos en Inglés. 81,8%. 75,7%. Reviso el texto que escribí en Inglés antes de entregarlo. 69,6%. 60,6%. According to the previous chart, the major change on students’ point of view was the confidence; on the first survey, 42,4% of students trusted on their knowledges while they write texts in English, while on the 2nd survey, 69,6% of them trusted on their knowledge.. Another students’ point of view’s change was related to confidence, also; less students were afraid to commit mistakes while they write texts in English. On the first survey 42,4% of students declared feel afraid of commit mistakes while on the 2nd one just 21,2% still feel afraid of commit mistakes..

(33) 32. The result of the second item’s survey is represented on the following chart 1st survey Easy. 2nd survey Difficul Easy. difficult. t Entender las instrucciones. 63,6%. 15,1%. 41,9% 16,1%. Entender los ejemplos de los trabajos escritos en Inglés. 24,2%. 6%. 16,1%. 3,2%. Pensar en ideas de lo que voy a escribir. 3,03%. 12,1%. 19,3%. 12,9%. Ordenar las ideas de lo que escribo. 3,03%. 39,3%. 3,2%. 38,7%. Revisar los errores antes de entregar. 6,06%. 24,2%. 19,3%. 29%. The previous chart showed that the easiest part of the written process, on the first and last survey was to understand instructions. While the most difficult was to order the ideas that they write. Another change to highlight was that it was easier for students to.

(34) 33. think in what they will write; on the first survey only 3,03% of students considered that the easiest part of the writing process was to think on what they will write, while on the last survey a 19,3% considered that this part was the easiest. In addition, the 6% of students believed that to check their mistakes before deliver their written text is the easiest part, while the 19,3% considered the same on the last survey. Analytical observation In order to determine if the activities conducted during the 2nd to the 5th implementations were effectives, analytical observation were divided into effective activity’s areas (Ur, 2007). In this chart it (see appendix L. Page 64) was possible to observe that there were aspects that demonstrate that effective activity’s areas stated by Ur (2007) are achieved, while others aspects showed mistakes made on the implementations that affected on the on the activities’ effectiveness. It addition, qualitative elements were analyzed in order to reveal if an automatization was achieved on students. Implementation 2nd. Observation Students answered the CCQs in Spanish Despite the fact students understood what they have to do; they did not know how to perform the activity.. 3rd. Students did not know how to do a brainstorming Few students linked their ideas with the linking words provided. 4th. Students were able to do the brainstorming as a whole group..

(35) 34. Some students were able to link their ideas 5th. Students did the brainstorming by themselves Students said aloud their ideas in English Students turned their ideas into sentences Most of students were able to link their ideas.. The previous chart demonstrated that students actually progressed on their writing process’s automatization; however, they were not able to work autonomously in all the writing process’s steps. Documents Students’ written texts portrayed the performance improvements through the writing process. Samples of the 2nd and 5th implementation were analyzed. To summarize, the following chart analyzed the students’ improvement on their writing performance. The chart contemplated different areas to analyze such as; number of words, if the last written texts were more extensive than the first ones; numbers verbs, to demonstrate the vocabulary performed during the activities; number of sentences, to demonstrate if there were a progress on the number of ideas that students were able to express and finally the percentage of mistakes made by students in relation to the texts’ extension. In addition, all the samples’ data were averaged. Data. 2nd implementation. 3th implementation. Number of words. 16,3. 45.

(36) 35. Number of verbs. 3. 5,6. Number of sentences. 3. 8. Number of linking words. 1. 2. Mistakes’ percentages. 6,1%. 8%. The previous chart demonstrated that the texts’ extension, the numbers of verbs, sentences and linking words increased, that is to say, students progressed on those areas. However, on the last written text, the mistakes’ percentages increased, also; and it could be perceived as a setback. Triangulation. During the data analysis it is easy to be biased. In addition, it is necessary to validate the analysis with different sources that strengthen the conclusions. For this reason the surveys, analytical observation and the documents were triangulated. Moreover, triangulation was divided into areas. They were influenced by writing process model provided by Nation (2009): Modeling; gathering ideas; turn ideas into sentences; turn ideas into writing texts; reviewing what has been written. Modeling. Regarding to modeling, 39,3% of students considered that they need to be guided by the teacher on the first survey and it only decreased on a 3%. In addition, only 6% considered that to understand the written examples in English is the most difficult step and it decreased in 2,8%..

(37) 36. Moreover, according to the analytical observation, there were problems on the modeling’s step, for instance: ‘During the 4th implementation, the model and instructions were projected on the same slide. However, they should be projected in different slides since students could read the instruction while the activity was being modeled.’ and ‘despite the fact students understood what they had to do; they did not know how to perform the activity.’ In addition, the texts written by students were similar to their corresponding models, for instance, on the 2nd implementation the written text was presented as a letter and on the 5th implementation students linked their sentences alternating the linking words ‘then’ and ‘after’ as on the modeling. To conclude, at the very beginning it was not difficult for the majority of students to understand the examples given during the activities. However, the implementations of modeling were not appropriate as some mistakes were committed. Gathering ideas In order to gather students’ ideas, the use of brainstorming was conducted on the writing process. To begin with, students’ point of view was taking into consideration; the majority of students agreed on the statement: ‘Es mejor escribir un texto en Inglés cuando conozco los temas’. As a consequence the topics of the activities were personal such as ‘What did you do yesterday?’ or ‘What did you do last weekend?’ therefore every student could use their personal information to answer those questions. Taking into account the analytical observations, it was observable that at the very beginning it was difficult for students to gather their ideas due to they ‘did not know how to.

(38) 37. do a brainstorming’. However, during the 5th implementation ‘students did the brainstorming by themselves’. The improvements on gathering students’ ideas was also observable on the number of sentences that students wrote on their text, all this taking into account that every sentence corresponds to an idea; the average of sentences that students wrote on the 2nd implementation was 3, while the average of the 5th implementation was 8. Moreover, at the very beginning only 3% of students considered that thinking on what they will write was the easiest part of the writing process while on the second one 19,3% of students affirmed that to think on what they will write was the easiest part. All this information above demonstrated that there was an improvement on gathering students’ ideas. However, it was difficult to measure the number of ideas if the instructions were different, that is to say, on the 2nd implementation the was not instruction about the number of ideas that students has to express, while on the 5th implementation students had to express 8 ideas. Turn ideas into sentences With regard to turning students’ ideas into sentences, the 23,3% of students affirmed that it was difficult for them to start writing a text in English on the first survey and this result only increased on 0,9% in the second survey. Moreover, 39,3% of students considered that ordering their ideas when they write was the most difficult writing process’s step and this percentage decreased just 0,6%. In addition, the analytical observation provided that organizing ideas’ step only was conducted on the 5th implementation: ‘students turned their ideas into sentences.’.

(39) 38. Through the previous data it was observable that there was not an improvement on this step since there was not a change on students’ point of view. The reason is because this step was conducted only during the 5th implementation. Therefore, students were not familiar with it. Turn ideas into writing texts With regard to turn students’ ideas into writing texts, 23,3% percent of students affirmed that it was difficult for them to star writing a text in English after the instructions were delivered and this percentages increased on the second survey a 0,9%. In addition, a 39,3% of students considered that to organize the ideas of what they write was the most difficult step of the writing process and this percentage only decreased on a 0,6% According to the analytical observation, students were previously provided with vocabulary and linking words so as to organize students ideas. However, students asked about vocabulary and grammar while they were writing. Although, during the 2nd implementation, it was difficult for students to link their ideas because they did not know how to do it; during the 5th implementation most of students were able to accomplish this step. In addition, students used 1 linking word on the 2nd implementation and they used 2 on the 5th implementation. Taking into account students’ point of view, a considerable part of the students affirmed that organizing their ideas was the most difficult step and this perception did not change on the second survey. However, an improvement was observable throughout the 2nd and 5th implementation; on the first one, students did not know how to order their ideas while on the last one the majority of students were able to do it. In addition, the linking words provided to students increased from 1 to 2..

(40) 39. Reviewing what has been written. According to the surveys conducted to students; on the first one, 42,4% of students affirmed that they were afraid of make mistakes while they write texts in English. In addition, according to the documents, students made a 6,1% of mistakes in relation to a 16,3 words. While on the second survey, the 21,2% of students considered that they were afraid of make mistakes. Moreover, according to the documents students made an 8% of mistakes in relation to 45 words. However, according to students’ point of view, portrayed on the survey’s second item, on the first survey just 6% of students considered that to check their mistakes was the easiest part of the writing process, but this percent increased on the second survey due to a 19,3% of students affirmed that this step is the easiest one. In addition, students only checked their mistakes during the 5th implementation. As several students made mistakes and they were encouraged to check their sentences and correct their mistakes.’ The previous data revealed that students’ confidence had a negative impact on students due to most of them were not afraid of commit mistakes, their mistakes increased on their written texts. In addition, although they were not afraid of commit mistakes, only 6% of students consider that to check their mistakes was the easiest part of the writing process. As a consequence, this step should be reinforced through the time since this step was conducted only during the 5th implementation..

(41) 40. Reflection and analysis of intervention. After the data analysis, I would say that the current action research has achieved the improvement on student’s writing performance. According to the classroom documents, it was observable that despite the fact there were aspects that students need to improve; they were able to work autonomously on one of the writing process’s step; gathering ideas. Besides, some students were able to turn their ideas into sentences and order them within a written text, that is to say that students were automatizing this step. However, in the last implementation students made more mistakes than in the first one. It is important to reflect if the activities that made students improved their writing performance are actually effective. According to the analytical observations’ analysis is it possible to observe that during the implementations I had been right on some aspects such as choosing an interesting topic; that the activities were valid because students developed the writing skill on every activity; all the activities were delivered in English and so on. However, I have made mistakes in other aspects that have been improved on the next ones, such as pre-learning; students were not able to gather their ideas due to a lack of vocabulary, volume, some students expressed their ideas in Spanish and so on. (see appendix L. Page 64) At the beginning of this action research, the hypothesis was that students need to be guided to improve their writing performance through effective activities. However, there was an element which was missing; writing process. The writing process was taught through effective activities to achieve an improvement on students’ writing performance..

(42) 41. Conclusion and implications. As a conclusion I would say that this action research was useful because I have developed even more my critical thinking due to I have realized a problem, it was that students were not improving their writing performance. Moreover I have realized some mistakes that I made through this project and I have though how to improve them to do not make those mistakes again. Regarding to students, they have improved some aspects of the writing process such as gathering ideas, turn ideas into sentences, and organising the sentences, therefore, their writing performance. In addition, through this action research students understood that it is important to follow a process to perform a written text. Despite the fact students improved their writing performance; the actions taken on this project were not perfect. If I did this action research again, I would change some actions. Regarding to the instruments, I would change the options on the survey, that is to say, on the survey’s rating on scale’s part, students had to choose among ‘muy de acuerdo’, ‘de acuerdo’, ‘neutral’, ‘desacuerdo’ and ‘muy desacuerdo’. However, I would change them so that students only would choose between ‘de acuerdo’ and ‘desacuerdo’. The reason is that some students just chose the option ‘neutral’. Moreover, at the moment of analyzing the survey’s results I added the results between ‘muy de acuerdo’ and ‘de acuerdo’, and the results between ‘desacuerdo’ and ‘muy desacuerdo’. With regard to the activities’ effectiveness, there are several modifications that I would do such as preparing students with vocabulary from the very beginning of the implementation. If I did so, student would not have a lack of vocabulary during the brainstorming. Moreover, I would put more attention during the first activity’s modeling’s.

(43) 42. instructions because students got confused. During third activity, I would project the instructions and the modeling on different slides since some students did not pay attention to the modeling because they were still reading the instructions. In addition, the activities were not heterogeneous due to despite the fact the activities were guided and the majority of students were able to understand how to do them, there were 5 students who were not able to achieve this goal. As a consequence, I would give them special instructions to be sure that they understand how to perform the activities. Moreover, during the first three activities, the writing process’s step ‘turn ideas into sentences’ was not part of the implementations and this step is important to success orientation. Furthermore, I did not give enough feedback to students; as a consequence at the end of the implementations, students made more mistakes than at the beginning. For this reason, I would put more emphasis on reviewing what has been written, which was the last part of the writing process. Although this action research is about effective activities, writing process and writing performance, there are other aspects that could be part of future action researches in order to contribute on the improvement of the current one. The first one is: How can I improve learning environment to give clear instruction to students? The reason of this idea is that it was difficult to catch students’ attention to give instruction, it took me several minutes and sometimes it was not possible for me. If students do not understand instructions, they do not know how to do the activities..

(44) 43. The second one is: How can I guide students to realize their own mistakes on writing activities? It is because I have realized that despite the fact students got confidence on their knowledge to perform a written text; they make more mistakes. As a consequence, it is necessary to find the way to guide them in order to realize their mistakes through activities, exercises and so on. During this project I have faced different limitations; the most important was that, as a trainee teacher, it was the first time that I develop an action research. As a consequence, everything was new for me and sometimes I did not know how to do some parts. The most complex steps were the research methodology and the data analysis; therefore, it took me more time that I expected. Another important limitation was the time provided to develop this project. To teach a process of writing takes time. This limitation is evidenced on the action research’s results. I was not able to teach all the steps on four activities; students learned how to gather ideas through brainstorming; however, I could not teach them how to review what they have written. In addition, the extracurricular activities were a problem at the time to plan the implementations; they were done while students were celebrating the school anniversary and the teacher’s day. As a consequence, students were concerned about these activities instead of the lessons. Finally, this action research has helped me to face one problem that I identified during my teaching practice. However, there are several aspects, problems and issues that I want to improve to be the kind of teacher that I want to be. I have realized that despite the fact this is the end of an important process, my career as a teacher is just beginning..

(45) 44. References. Brown, H. D., & Lee, H. (2015). Teaching by principles: an interactive approach to language pedagogy. US: Pearson Education. Burns, A. (2010). Doing Action Research in English Language Teaching: A guide for practitioners. New Yok: Routledge. Ministerio de Educación (2012) Idioma extranjero: Inglés. Programa de estudio 6to año básico. Santiago de Chile: Santiago de Chile. ‘‘Misión del establecimiento’’. (n.d.). Retrived from http://clourdes.wixsite.com/2011 Nation, I. S. P (2009). Teaching ESL/EFL Reading and Writing. Routledge Muñoz, C (2016) Practicum II, Colegio Inmaculada Concepción Nuestra Señora de Lourdes. Santiago. Richards, J. C. & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching. (3rd ed.), Cambridge: Cambridge University Press. Richards, J. C., & Schmidt, R. (2002). Longman Dictionary of Language Teaching and Applied Linguistics Londres: Longman. Rodgers, E. M. (2004) Interactions that scaffold reading performance. Journal of Literacy Research, 36(4). Scrivener, J. (2011). Learning teaching: The essential guide to English language teaching. London: Macmillan Education..

(46) 45. Ur, P (2007). A course in Language Teaching: practice and theory. Cambridge, U. K.: Cambridge University Press..

(47) 46. Appendix. Events. Appendix A: Analytical observation Students’ responses Analysis.

(48) 47. Appendix B: Survey Encuesta Por cada oración marca UN número que refleje de mejor manera tu punto de vista Muy de acuerdo 1 Confío en mis conocimientos cuando escribo textos en Inglés Siento miedo de cometer errores al escribir textos en Inglés Cuando escribo en Inglés prefiero trabajar en pareja en vez de solo/a Cuando trabajo en pareja siento que aporto tanto como mi compañero Me cuesta escribir textos en Inglés Es mejor escribir un texto en Inglés cuando conozco los temas Entiendo las instrucciones antes de escribir un texto en Inglés Me cuesta empezar a escribir un texto en Inglés una vez dadas las instrucciones Necesito que la profesora me guíe cuando escribo en Inglés Pongo atención a las instrucciones cuando escribo textos en Inglés Reviso el texto que escribí en Inglés antes de entregarlo. De acuerdo 2. Neutral. Desacuerdo. 3. 4. Muy desacuerdo 5.

(49) 48. Poner en orden las actividades desde la más fácil a la más difícil. (1): la más fácil. (5): la más difícil N°. Entender las instrucciones Entender los ejemplos de los trabajos escritos en Inglés Pensar en ideas de lo que voy a escribir Ordenar las ideas de lo que escribo Revisar los errores antes de entregar.

(50) 49. Implementation. Appendix C: Implementations’ timeline Date Detail. 1st implementation. October, 13th. Survey: Students answer the survey being guided by the teacher.. 2nd implementation. October, 20th. Explanation of the new methodology that is implemented on post activities. Instructions: Work individually Answer the question: What did you do yesterday? Use the verbs, did and didn’t Modeling Brainstorming Writing Close activity: Students read their answers in front of the class. 3rd implementation. October, 27th. Instructions: Work individually Answer the question: what did you do yesterday? Why? Write two feelings CCQs:.

(51) 50. Modeling Instructions: Work individually Link your ideas with Because and Then Brainstorming about feelings Writing Close activity: Student read their answers to the group. 4th implementation. October, 28th. Instructions Work in pairs What makes you feel scary? Takes notes Ex. Ghost Modeling Brainstorming Writing Closure activity: Students read their answers in fron of their classmates. 5th implementation. November, 3rd. Instructions Work in pairs Make a list with the activities that you did last weekend 8 activities.

(52) 51. 5 minutes Modeling Brainstorming Instructions Work in pairs Make a sentence for each activity 15 minutes Modeling Writing Instructions Link the sentences with linking words Then- After 10 minutes Writing Closure activity 6th implementation. November, 4th. Survey Students answer the survey being guided by the teacher..

(53) 52. Appendix D: 1st implementation, survey Muy de De Neutral Desacuerdo acuerdo acuerdo 1 2 3 4 Confío en mis conocimientos 4 10 19 0 cuando escribo textos en Inglés Siento miedo de cometer errores al escribir textos en Inglés Cuando escribo en Inglés prefiero trabajar en pareja en vez de solo/a Cuando trabajo en pareja siento que aporto tanto como mi compañero Me cuesta escribir textos en Inglés Es mejor escribir un texto en Inglés cuando conozco los temas Entiendo las instrucciones antes de escribir un texto en Inglés Me cuesta empezar a escribir un texto en Inglés una vez dadas las instrucciones Necesito que la profesora me guíe cuando escribo en Inglés Pongo atención a las instrucciones cuando escribo textos en Inglés Reviso el texto que escribí en Inglés antes de entregarlo. Muy desacuerdo 5 0. 2. 12. 6. 10. 3. 15. 7. 8. 0. 3. 9. 12. 8. 1. 3. 2. 6. 12. 11. 2. 18. 10. 3. 0. 2. 6. 13. 8. 4. 2. 3. 4. 7. 15. 4. 5. 8. 14. 3. 3. 10. 17. 4. 0. 2. 15. 8. 4. 4. 2.

(54) 53. Appendix E: 2nd implementation, Analytical observation. Events Instructions. CCQs. Modeling (interruption) Modeling. Students’ responses Some students were paying attention while others were talking each other. Analysis I should wait that every student is paying attention to me in silence. Students who were talking each other distracted students who wanted to pay attention.. Students answered the Some students did not know the answers CCQs in Spanish. because I was not able to catch students’ Some of them did not attention while I gave instructions. know the answers.. Students were paying attention. A student asked if they have to write the example. I gave them 7 minutes to perform the activity.. When a concrete example is shown to students, they change their disposition. Despite the fact a student though that he had to write the example because I did not clarify it, most of students understood what they had to do.. After the interruption student were distracted. CCQs. Students knew what they had to do and answered all the CCQs. Although I realized that students understood what they had to do, they did not start working when they had to start. As a consequence I asked the CCQs again. Everybody knew what they have to do. Therefore, I should not ask CCQs to students on this part of the activity..

(55) 54. Monitoring. Close Activity. After a couple of minutes when students were not working, they started performing the activity. Some of them asked me if it was well done. There is a lack on the effective activity since students know what they have to do but they do know how to start to perform the activity. When students started performing the activity, they did not spend more than 5 minutes.. Some students read This part of the activity was fast, their answers volunteer students read their answers. However, there were some students who did know finish the activity. They did not know how to perform the activity..