Techniques to promote collaborative learning in writing

Abstract

This project is based on a quantitative methodological paradigm, with a non-experimental design of transversal and explanatory type, oriented to address the problems that arise in the students of 1st BGU of the Colegio de Bachillerato Nueve de Octubre, school year 2024-2025 in the writing skill in the teaching-learning of the English language. On this first, a strategy is developed based on the use of techniques to promote collaborative learning in writing. Theoretical methods such as: historical-logical, hypothetical-deductive and analytical-synthetic methods are used. And empirical methods such as: observation, rubrics, diagnostic evaluation, post-test and several techniques in the classroom are used to provide a solution to the research question posed. Finally, the proposed solution is concretized in a classroom system that is distinguished by helping the collaborative teaching-learning process of the English language in the writing skills of first year high school students of the Colegio de Bachillerato Nueve de Octubre. The results of the theoretical corroboration and the implementation in the educational practice of the system are offered, which allowed an evaluation of its effectiveness.