Analysis of the effects of visual input on the written production of A1-A2 level students of an EFL classroom at a public higher Education Institution.

Abstract:

This research analyzes the effectiveness of visual input to scaffold the written production in A1-A2 level students at a public Higher Education institution. It also seeks to ascertain to what proportions visual input enhances students’ written production and whether or not the quality of students’ writing tasks improves by the utilization of visual input. The study followed an action research path to retrieve both qualitative and quantitative data in this smallscale inquiry. A class of 13 students was selected to participate in this study; their writing assignments were collected and later analyzed using a rubric based on the CEFR descriptors. As instruments of data collection, three worksheets presenting visual input (contextualized photos) were designed and applied along with three other identical worksheets that did not provide visual input. Apart from that, a teacher’s diary was utilized to record students’ overall behavior when performing the tasks. Results manifested that the use of visual input was undeniably a useful tool to scaffold students’ written production. In fact, outcomes suggest that overall students’ production and quality of written work were significantly enhanced by the use of visual input.

Año de publicación:

2019

Keywords:

• WRITING TASKS
• scaffold
• STUDENT'S WRITTEN PRODUCTION
• VISUAL INPUT
• Rubric

Fuente:

rraae