The application of connectors through a writing workshop system to improve english written expression in A2 level students.

Abstract

Writing is a fundamental skill in language learning, yet it is often overlooked by both teachers and students during the teaching-learning process. When addressed, it tends to be taught using traditional methods without clear resources or structured practice. This study aimed to implement a writing workshop system incorporating conjunctive connectors to improve English written expression in A2-level learners at “Escola de Idiomas.” A mixed-method approach was applied with 12 A2-level students over four in-person sessions of 90 minutes each. The workshop provided an interactive, process-oriented environment focusing on using connectors, coherence, vocabulary development, grammar reinforcement, writing models, feedback, peer and self-revision, and metacognitive reflection. Data collection included pre- and post-tests with an analytical rubric assessing linguistic, pragmatic, stylistic, cognitive, and communicative dimensions. Additionally, an observation guide recorded participation, use of connectors, vocabulary, and revision practices. Results indicated significant improvement across all dimensions, showing better use of cohesive devices and enhanced text organization. Students actively engaged in the writing process, received feedback, and developed greater autonomy. The findings highlight the effectiveness of writing workshops as pedagogical tools to improve written expression in A2-level learners and promote deeper learning and effective writing habits. Future applications should consider extending workshop duration and incorporating ongoing writing opportunities to reinforce long-term writing development. Overall, this study demonstrates that structured writing workshops can provide valuable support for learners developing English writing skills, emphasizing the importance of guided practice and active student participation in language learning.