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Abstract

This paper is intended to identify how teachers’ emphasis on writing influence the learning process in an English class, taking into account that the development of the four language skills is essential for learning a second language to gain an effective communication. this study adopts some main concepts related to English teaching and learning, which are: language skills, writing and learning process. Then, in order to recognize this educational case, this study follows a qualitative approach, a hermeneutic paradigm and a case study, using a non-participant observation, a participant observation, a semi-structured interview and some task-based learning (TBL) sessions which were observed critically by the researchers; all these data collection tools were useful to achieve the aim of this research. The aim of this study is to exhibit how the teachers’ emphasis on writing over the other language skills affects the English learning process in third grade students, at the “Institución Educativa San Cristóbal.” Among the remarkable results, it is visible that the teacher made the students develop aspects on the writing skill, but these were focused on transcription and repetition rather than comprehensible written productions.

Keywords

English, Language Skills, Learning Process, Writing

Author Bio(s)

Víctor Daniel Gil Vera holds a Master in Systems Engineering from Universidad Nacional de Colombia, systems engineer of the same University. Actually is teacher and researcher at Universidad Católica Luis Amigó. Correspondence regarding this article can be addressed directly to: victor.gilve@amigo.edu.co.

Bairon Jaramillo Valencia holds a Master in Teaching English from Universidad Católica Luis Amigo. Actually is teacher and researcher at the same University. Correspondence regarding this article can be addressed directly to: bairon.jaramillova@amigo.edu.co.

Nancy Biviana Cardona holds a Bachelor degree in Teaching English as a Foreign Language from Universidad Católica Luis Amigó. Correspondence regarding this article can also be addressed directly to: nancy.cardonamu@amigo.edu.co.

Maria Alejandra Cifientes holds a Bachelor degree in Teaching English as a Foreign Language from Universidad Católica Luis Amigó. Correspondence regarding this article can also be addressed directly to: maria.cifuenteslo@amigo.edu.co

Shirley Alejandra Jimenez holds a Bachelor degree in Teaching English as a Foreign Language from Universidad Católica Luis Amigó. Correspondence regarding this article can also be addressed directly to: shirley.jimenezhe@amigo.edu.co.

Laura Marcela Martinez holds a Bachelor degree in Teaching English as a Foreign Language from Universidad Católica Luis Amigó. Correspondence regarding this article can also be addressed directly to: laura.martinezue@amigo.edu.co

Acknowledgements

We want to say thank you to the Universidad Católica Luis Amigó and Institución Educativa San Cristobal for its support in this endless process called research. Thank you so much to teachers who in one way or another have been interested in supporting the development of our research.

Publication Date

11-9-2019

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

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