Enhancing Writing Instruction: Active Learning Strategies in the EFL Classroom.

Abstract

[eng] The present study explores the use of Active Learning (AL) in English as a Foreign Language (EFL) classrooms to improve the writing skills of secondary school students. Active Learning (AL) arises from classic theories of the early 20th century such as Bruner's Scaffolding (1925), Piaget's Cognitivism (1936), and Vygotsky's Social Constructivism (1968). The shared goal of these approaches is to develop a sense of responsibility on the part of the students towards their educational process, thus promoting self-knowledge in them (Dewey, 1938). Considering the short journey of EFL as a subject in the Spanish educational system, it is interesting to delve deeper into the possibilities existent to enhance its instruction. This thesis focuses on the possibilities of AL concerning writing skills, as it is considered to be the most complete one. Firstly, the benefits and possible challenges of AL are examined. Subsequently, a teaching proposal for the 3rd ESO level is offered which suggests AL writing activities to be carried out in the English as a Foreign Language classroom. These activities encompass journaling, role plays, creative writing, and collaborative learning dynamics. The teaching proposal contributes to the body of knowledge on the subject by offering practical guidelines for teachers seeking to improve their writing lessons. It provides practical applications for teaching practice and supports educators in the development of their instructional methods. Additionally, it may offer insight into future research efforts in the area of instructional writing