Elaboración de comics en inglés para la mejora de la producción escrita del nivel secundaria
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Date
2025-12
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Publisher
Escuela de Educación Superior Pedagógica Pública Monterrico
Abstract
El dominio de la escritura en inglés como lengua extranjera resulta fundamental para el desarrollo comunicativo de los estudiantes, especialmente en el contexto escolar. A través de la observación realizada a 27 estudiantes del segundo grado de secundaria de una institución educativa pública de educación básica regular, se evidenció un bajo desempeño en esta competencia. Frente a esta problemática, la presente investigación tuvo como objetivo mejorar la producción escrita en inglés mediante la estrategia didáctica de elaboración de comics en estudiantes de segundo grado de secundaria con un nivel A2 en el idioma, según el Marco de Común Europeo de Referencia para las Lenguas (MCER). El estudio se desarrolló bajo el paradigma interpretativo, con un enfoque cualitativo, de nivel descriptivo, tipo aplicada y con diseño de investigación-acción. Se emplearon diversos instrumentos para la recolección de datos: guía de entrevista, diario de campo y rúbricas. Los resultados evidenciaron mejoras notables en tres aspectos clave de la competencia escrita: contenido, organización y uso del lenguaje, facilitando el uso del idioma en contextos reales y significativos.Por consiguiente, este estudio confirma que la elaboración de comics puede ser una estrategia didáctica innovadora, eficaz y motivadora para el desarrollo de la producción escrita en inglés. Sus implicancias teóricas y prácticas refuerzan la pertinencia de integrar esta metodología dentro del currículo de enseñanza del idioma, particularmente en el nivel A2, ya que favorece tanto el aprendizaje significativo como el comunicativo, permitiendo a los estudiantes construir progresivamente su competencia en la lengua meta.
Mastering writing in English as a foreign language is essential for students' communicative development, especially in the school context. Through observation of 27 second-year secondary school students at a public basic education institution, low performance in this skill was evident. In response to this problem, the aim of this research was to improve written production through a project involving the creation of comics in English by second-year secondary school students with an A2 level in the language, according to the Common European Framework of Reference for Languages (CEFR). The study was conducted under the interpretive paradigm, with a qualitative, descriptive, applied approach and an action research design. Various instruments were used for data collection: interview guide, field diary, and rubrics. The results showed notable improvements in three key aspects of written competence: content, organization, and language use, facilitating the use of language in real and meaningful contexts. Therefore, this study confirms that comic book creation can be an innovative, effective, and motivating teaching strategy for developing written production in English. Its theoretical and practical implications reinforce the relevance of integrating this methodology into the language teaching curriculum, articularly at level A2, as it promotes both meaningful and communicative learning, allowing students to progressively build their competence in the target language.
Mastering writing in English as a foreign language is essential for students' communicative development, especially in the school context. Through observation of 27 second-year secondary school students at a public basic education institution, low performance in this skill was evident. In response to this problem, the aim of this research was to improve written production through a project involving the creation of comics in English by second-year secondary school students with an A2 level in the language, according to the Common European Framework of Reference for Languages (CEFR). The study was conducted under the interpretive paradigm, with a qualitative, descriptive, applied approach and an action research design. Various instruments were used for data collection: interview guide, field diary, and rubrics. The results showed notable improvements in three key aspects of written competence: content, organization, and language use, facilitating the use of language in real and meaningful contexts. Therefore, this study confirms that comic book creation can be an innovative, effective, and motivating teaching strategy for developing written production in English. Its theoretical and practical implications reinforce the relevance of integrating this methodology into the language teaching curriculum, articularly at level A2, as it promotes both meaningful and communicative learning, allowing students to progressively build their competence in the target language.
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Keywords
Comics, Producción escrita, Enfoque cualitativo, Investigación-acción, Enseñanza del inglés