Didactic resources to improve the writing of irregular verbs in the english past tense

Abstract

The main objective of this research was to implement a class system using printed didactic resources to improve the writing of irregular verbs in the simple past tense of the English language in students of the tenth year of basic education, parallel J, of the Nueve de Octubre high school. For this purpose, an experimental design with explanatory scope was used, framed in a quantitative paradigm, together with theoretical methods, such as the historical-logical, where it was seen how the use of printed didactic resources has evolved chronologically, analytical-synthetic, which collects and treats empirical, theoretical and methodological information; hypothetical-deductive, which generates and confirms new hypotheses to infer conclusions and make predictions from existing knowledge, and systemic, which considered the classroom system as part of a procedure. The empirical methods used were measurement and experimentation. Through them, a hypothesis was formulated that related the implementation of didactic resources with the improvement of student performance. At the same time, pre-test, post-test, and an interview were applied to the teacher in charge of the English subject of that parallel, in order to diagnose the initial situation and evaluate the progress achieved. The results, supported by the chi-square statistical test, showed a significant improvement in the writing of irregular verbs in the simple past tense in the 30 students evaluated.