Using Visual, Linguistic and Sensory Prompts in Fostering Meaningful Writing Processes with Teenagers in a Public School

ABSTRACT: This action research project reports how the use of multimodal resources in the English class fosters meaningful writing processes with a group of teenagers from a public school in Medellín, Colombia. Collection of data was done through class observations, a focus group, an in-depth interview, and students ́ written works. The implementation of some cycles, in which the emphasis was on using different modalities of prompts to foster students’ meaningful writing evidenced that students developed a sense of enjoyment related to the connection of writing withtheir life experiences and self-knowledge; in addition to this, meaningful construction considering the awareness of stages in their writing processes enhanced confidence in themselves and with the teacher.

• Autores: Gómez Suárez, Carlos Johan
• Tipo de recurso: Trabajo de grado de pregrado
• Fecha de publicación: 2022
• Institución: Universidad de Antioquia
• Repositorio: Repositorio UdeA
• Idioma: eng
• OAI Identifier: oai:bibliotecadigital.udea.edu.co:10495/29944
• Acceso en línea: https://hdl.handle.net/10495/29944
• Palabra clave: Action research; English language - study and teaching; Writing process; Autoconocimiento; Investigacion accion - Medellin; Multimodalidad; Proceso de escritura; http://id.loc.gov/authorities/subjects/sh85043705; http://id.loc.gov/authorities/subjects/sh85000722
• Rights: openAccess
• License: http://creativecommons.org/licenses/by-nc-nd/2.5/co/