DIGITAL APPROACH TO TEACH CREATIVE WRITING WITH SECONDARY STUDENT LEARNERS OF ENGLISH

Ana Paula Rocha, Maria Prazeres Casanova
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Abstract

In this article, we share our reflections and analysis on the potential of digital resources in teaching creative writing in English and promoting the learning of a foreign language in a collaborative environment. Our work aims to identify best practices in using digital tools such as Google Workspace, Padlet, and Issuu, for in-class activities with seventy secondary students. We conducted a study following an action-research methodology in the classroom and applied digital teaching strategies with learners of a second language. The focus was on a creative and collaborative writing process, to develop imagination in the conception of fictional stories while promoting collaborative skills. Our key question was "What are the digital pedagogical strategies that can contribute to the creative and collaborative writing competence in a foreign language with secondary school students?" We were interested in examining the potential of a writing collaborative activity in a digital environment as a stimulus to learn the linguistic rules and expand the vocabulary. Additionally, we analyzed the results of the assessment executed among peers, applying selected rubrics for the competencies of cooperation and participation. As a result, we found that the students had reached a higher level of reflection towards texts.
用数码方法教中学英语学习者创意写作
在这篇文章中,我们分享了我们对数字资源在英语创意写作教学和促进外语学习合作环境中的潜力的思考和分析。我们的工作旨在确定使用数字工具(如Google Workspace、Padlet和Issuu)进行课堂活动的最佳实践。我们在课堂上采用行动研究方法进行了一项研究,并将数字教学策略应用于第二语言学习者。重点是创造性和协作性的写作过程,在促进协作技能的同时,在虚构故事的概念上发展想象力。我们的关键问题是“什么样的数字教学策略可以帮助中学生提高外语的创造性和协作性写作能力?”我们感兴趣的是研究数字环境下的写作协作活动作为学习语言规则和扩大词汇量的刺激的潜力。此外,我们分析了同行之间执行的评估结果,应用选定的合作和参与能力的标准。结果,我们发现学生对文本的反思达到了更高的水平。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
0.40
自引率
0.00%
发文量
59
审稿时长
16 weeks
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