Autonomous work to contribute to english language vocabulary development

Abstract

The main objective of this research was to implement an activities system using autonomous work through the didactic resource to contribute to the development of the written vocabulary of the English language in students of the second year of unified general high school. For this purpose, an experimental design with explanatory scope was used, framed in a mixed paradigm, together with theoretical methods, such as the historical-logical, where it was seen how the use of autonomous work 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 system of activities as part of a procedure. The empirical methods used were measurement and experimentation. Through them, a hypothesis was formulated that related the implementation of autonomous work to improving students’ written vocabulary development. At the same time, pre-test, post-test, an observation guide, and an interview were applied to the students, 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 development of written vocabulary in the 30 students evaluated.