Using Cooperative Learning to Foster the Development of Adolescents’ English Writing Skills

Seventh grade teachers at a Colombian public school chose cooperative learning as a strategy to improve student’s social performance and as a tool to get learners to enrich their academic level. This article reports on an action research and innovation project focused on the results eight students o...
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Gespeichert in:

Autor*in:	Paula Andrea Caicedo Triviño [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2016

Schlagwörter:	Adolescents’ learning process cooperative learning foreign language acquisition process-oriented writing writing strategies

Übergeordnetes Werk:	In: Profile Issues in Teachers' Professional Development - Universidad Nacional de Colombia, 2007, 18(2016), 1, Seite 21-38
Übergeordnetes Werk:	volume:18 ; year:2016 ; number:1 ; pages:21-38

Links:	Link aufrufen Link aufrufen Journal toc

Katalog-ID:	DOAJ046208763

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callnumber-first	L - Education
author	Paula Andrea Caicedo Triviño
spellingShingle	Paula Andrea Caicedo Triviño misc LB5-3640 misc Adolescents’ learning process misc cooperative learning misc foreign language acquisition misc process-oriented writing misc writing strategies misc Education misc L misc Theory and practice of education Using Cooperative Learning to Foster the Development of Adolescents’ English Writing Skills
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topic_title	LB5-3640 Using Cooperative Learning to Foster the Development of Adolescents’ English Writing Skills Adolescents’ learning process cooperative learning foreign language acquisition process-oriented writing writing strategies
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title	Using Cooperative Learning to Foster the Development of Adolescents’ English Writing Skills
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title_full	Using Cooperative Learning to Foster the Development of Adolescents’ English Writing Skills
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title_sort	using cooperative learning to foster the development of adolescents’ english writing skills
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title_auth	Using Cooperative Learning to Foster the Development of Adolescents’ English Writing Skills
abstract	Seventh grade teachers at a Colombian public school chose cooperative learning as a strategy to improve student’s social performance and as a tool to get learners to enrich their academic level. This article reports on an action research and innovation project focused on the results eight students obtained in their written performance in English classes during three cooperative lessons. This article gathers some existing research on writing skills and cooperative learning and a presentation and analysis about students’ real expectations and thoughts about writing in the English language. The systematization of this teaching experience also sheds lights on further actions to analyze closely students’ texts construction in a cooperative environment.
abstractGer	Seventh grade teachers at a Colombian public school chose cooperative learning as a strategy to improve student’s social performance and as a tool to get learners to enrich their academic level. This article reports on an action research and innovation project focused on the results eight students obtained in their written performance in English classes during three cooperative lessons. This article gathers some existing research on writing skills and cooperative learning and a presentation and analysis about students’ real expectations and thoughts about writing in the English language. The systematization of this teaching experience also sheds lights on further actions to analyze closely students’ texts construction in a cooperative environment.
abstract_unstemmed	Seventh grade teachers at a Colombian public school chose cooperative learning as a strategy to improve student’s social performance and as a tool to get learners to enrich their academic level. This article reports on an action research and innovation project focused on the results eight students obtained in their written performance in English classes during three cooperative lessons. This article gathers some existing research on writing skills and cooperative learning and a presentation and analysis about students’ real expectations and thoughts about writing in the English language. The systematization of this teaching experience also sheds lights on further actions to analyze closely students’ texts construction in a cooperative environment.
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