Promoting EFL Writing Skills and Classroom Interaction through Social Inquiry
Goyeneche Orozco, Paula Nathalia
Montaño Moreno, Johanna - directora
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The present proposal aims at describing the way in which EFL students’ reflections on their local problems influence the classroom interaction when using a social inquiry project, and how those reflections shape their writing skills. This study was carried out in a public school of Bogotá with eighth grader students and relies under the principles of social inquiry-based learning. The idea of implementing this research methodology has to do with the need of looking beyond the traditional strategies and rather recognize and understand how students are active learners who negotiate their interests and needs and contribute their own learning processes. And on the other hand, that students are capable of carrying out processes of inquiry on their own, thinking about the near contexts that day by day are affecting them. These processes enable students to think critically and to propose alternatives and solutions throughout reflections on the reality that surrounds them, shaping at the same time their writing skills and influencing classroom interaction.
Universidad Pedagógica Nacional
Licenciatura en Español y Lenguas Extranjeras