UNIVERSITY OF GUAYAQUIL

FACULTY OF PHILOSOPHY, LETTERS AND EDUCATION SCIENCES

SCHOOL OF LANGUAGES AND LINGUISTICS

EDUCATIONAL PROJECT

IN FULFILLMENT OF THE REQUIREMENTS FOR OBTAINING THE

ENGLISH LANGUAGE AND LINGUISTICS DEGREE

TOPIC

THE USE OF PRE-WRITING GRAPHIC ORGANIZERS FOR THE

DEVELOPMENT OF WRITTEN PRODUCTION

PROPOSAL

SYSTEM OF ACTIVITIES BASED ON PRE-WRITING GRAPHIC ORGANIZERS.

AUTHORS

FREIRE MOREJON MERY LEONELA

MORENO TRIVIÑO ELIZA MARIANA

ACADEMIC CONSULTANT

MSC. HEIDI MARRIOTT TOLEDO

GUAYAQUIL, APRIL 2018

ii

Guayaquil, 2018

UNIVERSITY OF GUAYAQUIL

FACULTY OF PHILOSOPHY, LETTERS AND EDUCATION

SCIENCES OF EDUCATION SCHOOL OF LANGUAGES AND

LINGUISTICS

BOARD OF DIRECTORS

MSc. Silvia Moy-Sang Castro MSc. Wilson Romero Dávila

DEAN SUB DEAN

MSc. Alfonso Sánchez Ávila Ab. Sebastián Cadena Alvarado

DIRECTOR SECRETARY

iii

Msc.

SILVIA MOY-SANG CASTRO, Arq.

DECANA DE LA FACULTAD DE FILOSOFIA,

LETRAS Y CIENCIAS DE LA EDUCACION

CIUDAD.

De mis consideraciones: En virtud que las autoridades de la Facultad de Filosofía, Letras y Ciencias de la Educación me designaron Consultora Académica de Proyectos Educativos de Licenciatura en Ciencias de la Educación, Mención: lengua Inglesa y Lingüística, el 27 de Noviembre del 2017.

Tengo a bien informar lo siguiente:

Que Mery Leonela Freire Morejón, con C.C. 120713315-6 y Eliza Mariana

Moreno Triviño, con C.C 092144881-7, diseñó el proyecto educativo con el

Tema: The Use Of Pre-Writing Graphic Organizers for the Development of

Written Production. Propuesta: System of Activities Based on Pre-Writing

Graphic Organizers. El mismo que ha cumplido con las directrices y

recomendaciones dadas por la suscrita.

La participante ha ejecutado satisfactoriamente las diferentes etapas

constitutivas del proyecto, por lo que proceso a la aprobación del proyecto, y

pongo a vuestra consideración dadas por la suscrita.

Atentamente

MSc. Heidi Marriott Toledo

Consultora Académica

iv

MSc

SILVIA MOY-SANG CASTRO Arq.

DECANA DE LA FACULTAD DE

FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN.

CIUDAD.-

Para los fines legales pertinentes comunico a usted que los derechos

intelectuales del proyecto educativo con el tema: The Use of Pre-Writing

Graphic Organizers for the Development of Written Production. Propuesta:

System of Activities Based on Pre-Writing Graphic Organizers.

Pertenecen a la Facultad de Filosofía, Letras y Ciencias de la Educación.

Atentamente,

Mery Leonela Freire Morejón Eliza Mariana Moreno Triviño

C.I.120713315-6 C.I.092144881-7

v

UNIVERSIDAD DE GUAYAQUIL

Facultad de Filosofía, Letras y Ciencias de la Educación

Escuela de Lenguas y Lingüística

PROYECTO

TEMA: THE USE OF PRE-WRITING GRAPHIC ORGANIZERS, FOR THE

DEVELOPMENT OF WRITTEN PRODUCTION.

PROPUESTA: SYSTEM OF ACTIVITIES BASED ON PRE-WRITING

GRAPHIC ORGANIZERS.

APROBADO

Tribunal No 1

Tribunal No 2 Tribunal No 3

Mery Leonela Freire Morejón Eliza Mariana Moreno Triviño

C.I.120713315-6 C.I. 092144881-7

vi

EL TRIBUNAL EXAMINADOR OTORGA AL

PRESENTE TRABAJO

LA CALIFICACIÓN DE:

EQUIVALENTE A:

TRIBUNAL

vii

DEDICATION

I would like to dedicate this Project to God because despite the adversities in

the studies and my life. He has given me the strength to continue and reach

my goal.

I also want to dedicate it:

To my parents for their unconditional support.

To my children, Nathalie and Bradley because they are the reason to

accomplish my goal.

Mery Leonela Freire Morejón

viii

DEDICATION

I want to dedicate this project first of all, to God for given me the wisdom and

life to allow me to conclude this important goal. To my family, specially my

mom Elisa Luna and Clariza Triviño, for giving me strength and support. To

my aunts, specially Jenny and Merly for welcoming in their home during all

this time, for their advice and give encouragement to keep going.

Eliza Mariana Moreno Triviño

ix

ACKNOWLEDGEMENT

This thesis would not have been possible without the generous assistance of

our dear teacher Mrs. Heidi Marriott Toledo, who shared with us their

knowledge and helped us in this last step of our career.

Mery Leonela Freire Morejón

Eliza Mariana Moreno Triviño

x

GENERAL INDEX

Cover Page……………………………………….…………………………………………………..i

Board Of Director…………………………………………………………………………………….ii

Letter of Approval……………………………………………………………………………………iii

Intellectual Property Rights………………………………………………………………………...iv

Tribunal’s Approvals….……………………………………………………………………………..v

Tribunal’s Grade…………………………………………………………………………………….vi

Dedicatory…………………………………………………………………………………………..vii

Acknowledgement…………………………………………………………………………………..ix

General Index…………………………………………………………………………………….….x

Tables………………………………………………………………………………………………...xi

Figures……………………………………………………………………………………………….xii

National Repository………………………………………………………………………………..xiv

Abstract……………………………………………………………………………………………..xvi

Introduction………………………………………………………………………………………..xviii

CHAPTER I

THE PROBLEM

Problem Of the Investigation……………………………………………………………………….1

Problem Statement………………………………………………………………………………….1

Scientific Fact………………………………………………………………….…………………….2

Causes………………………………………………………………………….…………………….2

Problem Formulation…………………………………………………….………………………….3

General Objective………………………………………………………..………………………….3

Specific Objectives…………………………………………………….…….………………………3

Scientific Questions………………………………………………….…….………………………..4

Justification…………………………………………………………….…….………………………4

CHAPTER II

THEORICAL FRAMEWORK

Background……………………………………………………………..……………………………6

Theorical-Conceptual Framework…………………………………………………………………8

Contextual Framework…………………………………………………………………………….26

xi

Legal Framework…………………………………………………………………………………..27

CHAPTER III

METHODOLOGY, PROCESS, ANALYSIS AND DISCUSSION OF RESULTS

Methodological design…………………………………………………………………………….30

Types Of Research…………………………………………………………………………..…….30

Population and Sample……………………………………………………………………………31

Operationalization Of Variables Chart…………………………………………………………...32

Research Methods…………………………………………………………………………………33

Statical Methods And Techniques………………………………………………………………..34

Techniques Of the Investigation………………………………………………………………….34

Instrument Of The Investigation………………………………………………………………….35

Analysis And Interpretation Of The Results……………………………………………………..37

Analysis And Interpretation Of The Observation……………………………………………….37

Analysis And Interpretation Of The Survey Results……………………………………………39

Analysis And Interpretation Of The Interview Results………………………………………….54

Chi-Square Test……………………………………………………………………………………56

CHAPTER IV

THE PROPOSAL

Title…………………………………………………………………………………………………..58

Justification…………………………………………………………………………………………58

General objective…………………………………………………………………….…………….59

Specific Objectives……………………………………………………………………..………….59

Theorical Aspects……………………………………………………………………….…………59

Description Of The Proposal…………………………………………………………….………..60

Conclusions……………………………………………………………………………………….117

Recommendations………………………………………………………………………………..117

References………………………………………………………………………………………..119

Annexes…………………………………………………………………………………….……..123

TABLES

Table 1: Population and sample ........................................................................................ 32

xii

Table 2: Operational Matrix Chart of the Variables ............................................................ 32

Table 3: I like writing .......................................................................................................... 39

Table 4: I consider that writing is important ro express me ................................................ 40

Table 5 : I have problems at the moment of writing ........................................................... 41

Table 6: I think that is necessary to organize my ideas before writing ................................ 42

Table 7: I know the stages of writing .................................................................................. 43

Table 8: I believe that the P.W stages is important to produce a written text in a good wey44

Table 9: I have used Graphic Organizers before ............................................................... 45

Table 10: I know the variety of Graphic Organizers ........................................................... 46

Table 11: I know the differet types of text .......................................................................... 47

Table 12: I can describe in written form: events, feeling, etc .............................................. 48

Table 13: I can write formal and informal letters ................................................................ 49

Table 14: I can express my opinion in a written form ......................................................... 50

Table 15: I consider that I can organize my ideas and create an outline for written text ..... 51

Table 16: I know the important of check my final work ....................................................... 52

Table 17: I believe that a system of activities focused on the use of Grahic Organizers could

be useful for me................................................................................................................. 53

FIGURES

Figure 1: Benefits of Graphic Organizers ........................................................................... 11

Figure 2: Brainstorm .......................................................................................................... 12

Figure 3: Mind Map ........................................................................................................... 13

Figure 4: Outline ............................................................................................................... 14

Figure 5: Conceptual map ................................................................................................. 16

Figure 6: Word map .......................................................................................................... 17

Figure 7: Main Characteristics Diagram ............................................................................. 18

xiii

Figure 8: GUIDE RESULTS............................................................................................... 37

Figure 9 I like writing.......................................................................................................... 39

Figure 10 I consider that wriing is important to express me ............................................... 40

Figure 11: I have problems at the moment of writing ......................................................... 41

Figure 12: I think that is necessary to organize my ideas before writing............................. 42

Figure 13: I know the stages of writng ............................................................................... 43

Figure 14: I believe that the pre-writing stages is important to produce a written text in a

good way ........................................................................................................................... 44

Figure 15: I have used graphic organizers before .............................................................. 45

Figure 16: I know the variety of graphics organizers .......................................................... 46

Figure 17: I know the different types of text ....................................................................... 47

Figure 18: I can describe in written form: events, feeling, etc............................................. 48

Figure 19: I can write formal and informal letters ............................................................... 49

Figure 20: I can express my opinion in written form ........................................................... 50

Figure 21: I consider that I can organize my ideas and create an outline for a written text . 51

Figure 22: I know the important of checking my finak work ................................................ 52

Figure 23: I believe that a system of activities focused on the use of graphic organizers

could be for me.................................................................................................................. 53

Figure 24: Chi-Square ....................................................................................................... 56

Figure 25: Correlation Test ................................................................................................ 56

xiv

REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA

FICHA DE REGISTRO DE TESIS/TRABAJO DE GRADUACIÓN

TÍTULO Y SUBTÍTULO: Uso de los organizadores gráficos en la pre-escritura para desarrollar la producción escrita.

Sistema de actividades basadas en organizadores gráficos en la pre-escritura.

AUTOR(ES) Freire Morejón Mery Leonela Moreno Triviño Eliza Mariana

REVISOR(ES)/TUTOR(ES) MSc. Marriott Toledo Heidi

INSTITUCIÓN: Universidad de Guayaquil

UNIDAD/FACULTAD: Filosofía , Letras y Ciencias de la Educación

MAESTRÍA/ESPECIALIDAD: Lenguas y Lingüística

GRADO OBTENIDO: Licenciatura en Ciencias de la Educación, Mención en la Lengua Inglesa y Lingüística.

FECHA DE PUBLICACIÓN: No. DE PÁGINAS: 160

ÁREAS TEMÁTICAS: Lengua Inglesa

PALABRAS CLAVES/ KEYWORDS:

Organizadores gráficos, producción escrita, pre-escritura, sistema de actividades

RESUMEN/ABSTRACT Este trabajo fue desarrollado con el fin de mejorar la producción escrita, mediante el uso de organizadores gráficos en la pre-escritura de los estudiantes del Primer Bachillerato, sección F, de la “Unidad Educativa Babahoyo”. El proyecto fue realizado mediante una investigación descriptiva, explicativa, propositiva mediante el uso del método cualitativo y cuantitativo. El tema ha sido sustentado por algunos principios teóricos basados en dos variables principales: producción escrita y organizadores gráficos; además, algunos métodos teóricos fueron usados, tales como: análisis-síntesis, inductivo-deductivo, lógico-histórico, sistemático-estructural-funcional, así como métodos estadísticos y técnicas, tales como la observación de clases, encuestas y entrevista. La aplicación y análisis de todos los elementos previamente mencionados han guiado a la conclusión de que, el uso de los organizadores gráficos en la pre-escritura ejerce una influencia en el desarrollo de la producción escrita. En consecuencia, los autores de esta investigación han diseñado y proponen un sistema de actividades destinadas a convertirse en una herramienta efectiva para solucionar este problema educativo. ADJUNTO PDF: SI NO

CONTACTO CON AUTOR/ES: Teléfono:

0982221490 0999847048

E-mail: marianitaeliza@gmail.com juliethsol_09@hotmail.com.ar

CONTACTO CON LA INSTITUCIÓN:

Nombre: Escuela de lenguas y lingüística.

Teléfono: (04)2294888 Ext. 123

E-mail: lenguas.linguistica.filo@gmail.com

xv

NATIONAL REPOSITORYIN SCIENCE AND

TECHNOLOGY

THESIS REGISTRATION FORM

TITTLE AND SUBTITTLE: TITTLE AND SUBTITTLE: The use of Pre- Writing Graphic Organizers for the development of written production.

System of activities based on pre-writing graphic organizers.

AUTHOR(ES) Freire Morejón Mery Leonela Moreno Triviño Eliza Mariana

REVISOR(ES)/TUTOR(ES) MSc. Marriott Toledo Heidi

INSTITUTION: University of Guayaquil

UNIDAD/FACULTAD: Filosofía , Letras y Ciencias de la Educación

CAREER: Languages and Linguistics

DEGREE: Bachelor of Education in English Language and Linguistics.

PUBLICATION DATE: No. OF PAGES: 160

THEME AREAS: Lengua Inglesa

KEYWORDS: Graphic organizers, written production, system of activities

ABSTRACT: This issue is focused in the students of First Bachillerato, Room F, of Unidad Educativa Babahoyo, where the students were not able to organize their ideas at the moment of producing a written text. This implies an insufficiency in their written production which affects their overall language development. This work was developed in order to improve written production, through the uses of Graphic organizers in the pre-writing. The project was made using a descriptive, explanatory, propositive research through the use of the qualitative and quantitative method. This topic has been supported by several theoretical principles based on two main variables: written production and use of graphic organizers. In addition, some theoretical methods were used, such as: analysis-synthesis, inductive-deductive, logical-historical, systematic-structural-functional, as well as statistical and technical methods, such as observation of classes, surveys and interviews. The application and analysis of all the previously mentioned elements have led to the conclusion that the use of graphic organizers in pre-writing exerts an influence on the development of written production. Consequently, the authors of this research have designed and propose a system of activities designed to become an effective tool to solve this educational problem. ADJUNTO PDF: SI NO

CONTACTO CON AUTOR/ES: Teléfono:

0982221490 0999847048

E-mail: marianitaeliza@gmail.com juliethsol_09@hotmail.com.ar

CONTACTO CON LA INSTITUCIÓN:

Nombre: Escuela de lenguas y lingüística.

Teléfono: (04)2294888 Ext. 123

E-mail: lenguas.linguistica.filo@gmail.com

xvi

UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

ESCUELA DE LENGUAS Y LINGUISTÍCA

Unidad de Titulación

“EL USO DE LOS ORGANIZADORES GRÁFICOS EN LA PRE-ESCRITURA PARA

DESARROLLAR LA PRODUCCIÓN ESCRITA.”

Sistema de actividades basadas en organizadores gráficos en la pre-escritura.

Autor: Mery Leonela Freire Morejón Eliza Mariana Moreno Triviño

Tutor: MSc.Heidi Marriott Toledo

RESUMEN

Este trabajo de investigación se enfoca en los estudiantes de Primer Bachillerato, Sala F, de la

Unidad Educativa Babahoyo, donde los estudiantes no pudieron organizar sus ideas al momento de

producir un texto escrito. Esto implica una insuficiencia en su producción escrita que afecta su

desarrollo general del lenguaje. Este trabajo fue desarrollado con el fin de mejorar la producción

escrita, mediante el uso de organizadores gráficos en la pre-escritura.

El proyecto fue realizado mediante una investigación descriptiva, explicativa, propositiva mediante

el uso del método cualitativo y cuantitativo. El tema ha sido sustentado por algunos principios

teóricos basados en dos variables principales: producción escrita y organizadores gráficos; además,

algunos métodos teóricos fueron usados, tales como: análisis-síntesis, inductivo-deductivo, lógico-

histórico, sistemático-estructural-funcional, así como métodos estadísticos y técnicas, tales como la

observación de clases, encuestas y entrevista.

La aplicación y análisis de todos los elementos previamente mencionados han guiado a la

conclusión de que, el uso de los organizadores gráficos en la pre-escritura ejerce una influencia en

el desarrollo de la producción escrita. En consecuencia, los autores de esta investigación han

diseñado y proponen un sistema de actividades destinadas a convertirse en una herramienta

efectiva para solucionar este problema educativo.

Palabras Claves: Organizadores gráficos, producción escrita, pre-escritura, sistema de actividades.

xvii

UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

ESCUELA DE LENGUAS Y LINGUISTÍCA

Unidad de Titulación

“THE USE OF PRE-WRITING GRAPHIC ORGANIZERS FOR THE DEVELOPMENT OF WRITTEN PRODUCTION”

SYSTEM OF ACTIVITIES BASED ON PRE-WRITING GRAPHIC ORGANIZERS.

Author: Mery Leonela Freire Morejón Eliza Mariana Moreno Triviño

Advisor: MSc.Heidi Marriott Toledo

ABSTRACT

This issue is focused in the students of First Bachillerato, Room F, of Unidad Educativa Babahoyo,

where the students were not able to organize their ideas at the moment of producing a written text.

This implies an insufficiency in their written production which affects their overall language

development. This work was developed in order to improve written production, through the uses of

Graphic organizers in the pre-writing.

The project was made using a descriptive, explanatory, propositive research through the use of the

qualitative and quantitative method. This topic has been supported by several theoretical principles

based on two main variables: written production and use of graphic organizers. In addition, some

theoretical methods were used, such as: analysis-synthesis, inductive-deductive, logical-historical,

systematic-structural-functional, as well as statistical and technical methods, such as observation of

classes, surveys and interviews.

The application and analysis of all the previously mentioned elements have led to the conclusion that

the use of graphic organizers in pre-writing exerts an influence on the development of written

production. Consequently, the authors of this research have designed and propose a system of

activities designed to become an effective tool to solve this educational problem.

KEYWORDS: Graphic organizers, written production, system of activities.

xviii

INTRODUCTION

The following research is based on English education in Babahoyo – Ecuador,

particularly it focuses the study of the use of Graphic organizers in the pre-writing to

facilitate the writing production, in the students of First Bachillerato, Room F of Unidad

Educativa Babahoyo.

In this institution, a deficiency in the writing skills was detected, through a direct

observation. This paper sustains that is important because this educative project is

performed to promote the correct learning process in writing in a creative and easy

way in the pre-writing. Furthermore, students could organize their ideas with the uses

of a system with graphics.

Chapter I: Presents the problem in the writing productions, the possible, the scientific

facts, possible causes of the problem, and the justification of the study.

Chapter II: Contains the theoretical bases on which the proposal is sustained through

theories and different Graphics Organizers that grounds the foundation of this

research.

Chapter III: Stablish the details of the methodological design for the research. Above

all, the types of research, techniques, and instruments used for the developing of the

project. Eventually, the analysis of the instruments with the conclusions and

recommendation.

Chapter IV: Offers the proposal of the research including the justification, conclusion,

and recommendations, so those teachers can apply the system of activities easily for

getting good results.

1

CHAPTER I

THE PROBLEM

1. PROBLEM OF THE INVESTIGATION

The present research was developed in the Unidad Educativa

Babahoyo, it was focused on students of First of Bachillerato. According to

the Common European Framework (2002), the students in First of

Bachillerato must have a proficiency level of English language A2.2.

However, it has been found that in this educative unit, students

were not able to organize their ideas at the moment of producing a written

text. For that reason, students have an insufficiency in their written

production which affects their overall language development.

1.2. PROBLEM STATEMENT

The Ministry of Education of Ecuador has implemented the teaching

of the English language for students of fiscal educational institutions from

Second Grade of Basic General Education to the Third Year of

Bachillerato. This institution gives to the English teachers the guidelines

based on the Common European Framework, with the purpose and vision

of providing students a quality education. According the Ministry of

education the guidelines provided will form students capable of facing the

challenges of globalization.

The English education in Ecuador is changing day to day and

English teachers are always trying to work in better way with the students,

applying new techniques and tools that can facilitate the learning process.

After the initial observation, it was noticeable that students of the

First Year of Bachillerato had difficulties when writing about any kind of

2

topic. This occurred because at first, they did not know how to put in order

their ideas. When they had to write about topics, the organization of ideas

is poor causing their written production to be limited. Therefore, they do

not finish covering the topic as requested by the teacher. Also, this

constitutes a conflict situation which is the insufficiency in the written

production.

Writing is a productive skill and sometimes it is one of the last

ones used in the classroom, because many times more focus on students

can communicate. However, when putting students to think about ideas on

a particular topic, they often have difficulties to write. Also, it is the last skill

that is worked many times the focus of writing is based only on

assimilation of grammar rules, this might the reason why many students

consider the writing as a difficult skill.

1.3. SCIENTIFIC FACT

Taking into account all these factors, it could be concluded that the

scientific fact of this research is insufficiency in written production of the

students of First of Bachillerato Room “F” of Unidad Educativa Babahoyo

in the academic year 2017-2018

1.4. CAUSES

Due to the insufficiency that has been found in the written ability of

the students of the First Year Bachillerato, Room “F”, of Unidad Educativa

Babahoyo, could be mention three specific causes that hinder the learning

and the development of this ability in the English language have been

observed, in which it can be mentioned:

Difficulty in the organization of students’ ideas.

Insufficient knowledge of tools such as graphic organizers for written

production.

Limited resources for the development of written production.

3

1.5. PROBLEM FORMULATION

How does the use of graphic organizers to organize ideas in the

pre-writing stage influence the development of written production in

students of First Year Bachillerato, Room “F”, of Unidad Educativa

Babahoyo belonging to Zone 5, District 2CD01, Los Rios Province, Cantón

Babahoyo, in the 2017-2018 academic year?

1.6. RESEARCH OBJECTIVES

1.6.1. OBJECTIVES

1.6.1.1. GENERAL OBJECTIVE

To determine the influence of the use of pre-writing graphic

organizers for the organization of ideas in the improvement of written

production through a bibliographical study, field research and statistical

analysis to design a system of activities focused on the use of pre-writing

graphic organizers

1.6.1.2. SPECIFIC OBJECTIVES

The specific objectives of this project to improve the writing skills are:

To value the use of the graphic organizers to organize ideas in the pre-

writing stage through a bibliographical study, field research and

statistical analysis.

To characterize the process of written production improvement through

a bibliographical study, field research, and statistical analysis.

To design a system of activities focused on the use of graphic

organizers to improve the development of written production through

the interpretation of information obtained.

4

1.7. SCIENTIFIC QUESTIONS

Starting from the problem mentioned above, the following questions can

be derived:

1. What is current level that the students of Second First of Bachillerato

section “F” of Unidad Educativa Babahoyo present?

2. How does the treatment of graphic organizers in the pre- writing stage

influence written production improvement?

3. What are the theoretical foundations that support the use of graphic

organizers to for the treatment of written production?

4. Which transformative proposal allows the improvement of activities

based on graphic organizers for pre-writing?

5. How will the design of a system of activities contribute to the

improvement of written production?

1.8. JUSTIFICATION

At the moment, the writing learning goal is not being achieved in the

written production, as at the time of producing a written text, students have

problems to organize their ideas.

To write is to express in a written way thoughts, feelings, and

knowledge that have been organized and prepared in advance. There are

some instruments that can help to organize ideas before writing a text.

Graphic organizers are one of them; this instrument is very useful because

they let students put in order their ideas.

According to the National Curriculum Guidelines (2014) students of

First of Bachillerato must have a proficiency level of English language

A2.2. This implies, according to the Common European Framework of

Reference for Languages (2002) that students at the end of the academic

5

year should be able to produce texts such as essays, letters, descriptions,

etc.

In order to help students to improve their written production, graphic

organizers for the organization of ideas might become an aid in the

process.

Graphic organizers are schemes to organize the ideas in a visual

way, to understand, to keep and remember information, they are

considered as a good instrument to help students establish an idea at the

moment of they start to produce a written text, they are an alternative to

taking notes or organizing ideas, as well as helping improve their written

production easily.

Furthermore, this research complies with the current legal body in

place in Ecuador like what is established in the National Plan of Good

Living (2013), article 4. 1, literal: e. In this literal, it is explicitly mentioned

that to strengthen the capacities and potentialities of citizenship, it must be

guaranteed the access to the educational resources necessary for the

good performance, attendance, and permanence of the school-age

population to the National System of Public Education.

Effectively, this confirms the pertinence of this project because, in

this research, it is proposed the written production of the students a

solution for the problem that affects them.

To conclude this educative project is performed to promote the

correct learning process in writing in a creative and easy way. In

consequence, students will be seen as the principal beneficiaries with the

solution proposed and teachers will find the proposal as a great help for

their writing lessons and work with the future students who present the

same problem in writing. Moreover, even the community will be benefited,

taking into account that all this process contributes to the development of

Ecuador.

6

CHAPTER II

THEORETICAL FRAMEWORK

2. 1 BACKGROUND

After a rigorous analysis of the current research about the learning

of English as a foreign language it was possible to find that there are many

authors who write about the writing skill and the different techniques that

can be used to reinforce it.

According to Yi (2009) various definitions of writing ability have

been formulated according the two main approaches for the teaching of

writing. In order to do this the author mentioned a classification of

approaches such as the text-oriented approach and the writer-oriented

approach.

In concordance, this author states that the product/text-oriented

approach sees texts as either a contextually autonomous objects focusing

on the surface structures of writing at sentence level, or discourse,

emphasizing cohesion and the processability of text.

According the writer-oriented approach Tribble’s (1996) explains

that this writing approach emphasizes mechanical aspects of writing, such

as focusing on grammatical and syntactical structures which lead learners

to imitate certain writing styles. This approach is primarily concerned with

correctness and form of the final product. However, Tribble also suggests

that this approach fails to recognize that people write for an audience and

for a purpose and that ideas are created and formulated during the

process of writing. Therefore, the writer-oriented approach emphasizes

that writing itself is a developmental process that creates self-discovery

and meaning.

7

Hedge (1998) argue that approaches to the teaching of writing can

be grouped into two groups: the product approach vs. the process

approach.

In concordance, Hyland (2002) said that since factors such as

audience and social context have come to be considered important in

writing, approaches involving these elements need to be included in the

discussion.

Moore, Readence & Rickelman (1983) describe the graphic

organizers as providing a verbal and visual structure to obtain a new

vocabulary, identifying, classifying the main concepts and vocabulary

relationships within a unit of study.

Robinson (1998) conducted an investigation on graphic organizers

and suggests that teachers and researchers use only those organizers

created for beginners and those that adapt to the content. This implies that

for students the graphic organizers should be implement in an easy form

for their comprehension.

Currently, the use of graphic organizers is usual in the learning

process. According to Campos (2005), visualizing also helps us establish

relationships between different ideas and concepts. He also affirms that

the graphic organizers are a visual aid for students because in this form,

they can memorize the information easily.

In summary, it is said that graphic organizers are useful for the

written production because through them it is possible to organize the

ideas and have the bases to be able to structure a written text.

8

2.1 THEORETICAL- CONCEPTUAL FRAMEWORK

In the learning of English as a foreign language, the reinforce of

writing skill is fundamental, because this way of communication allow

students to express their feelings and ideas.

From the didactic point of view, Barragán (2013) states that the

written production is an object that help the students to shape a global

vision of writing and allow them to identify the relationships between the

elements of the text unit and the formal tools that establish them, such as

connectors, punctuation marks, etc.

The Ministry of Education of Ecuador (2016) states that the

learning of writing in English takes place in a progression that ranges from

imitation or controlled writing at lower levels of language proficiency to

expressive writing that implies a more independent use of language. The

teaching of writing also contemplates how to generate ideas and how to

organize them and give them coherence according to the type of text,

using the appropriate expressions and grammar.

In addition, this ministry presents the purpose of the written

production in two aspects: as a social practice that takes into account the

context, the purpose and the audience; but also as a way to learn by

applying techniques such as: Process writing, brainstorming, handwriting,

spelling patterns.

The ability of written production does not refer only to the graphic

representation of language, but it is a process with defined steps, whose

result is the product of reflection, testing, correction and review. This

process allows students to discover and develop writing strategies, revise

their mistakes and learn from them, in order to improve their

performances.

9

Pujol cited by Sotomayor, Lucchini, Bedwell, Biedma, Hernandez,

Molina (2013) considers that written production is one of the most complex

tasks faced by students, since it involves the deployment and coordination

of linguistic and cognitive skills, and also requires pragmatic knowledge.

According to Sotomayor et al. (2013) the writing process leads to

an interaction between different subprocesses. Thus, in the construction of

a text three main stages are identified (planning, textualization and

revision of the writing), each of which involves subprocesses of different

complexity (for example, generation of ideas, organization and definition of

objectives in the phase of planning), which are constantly submitted to the

evaluation and review of the writer.

These tasks, however, are not necessarily done in a linear mode,

but interact and alternate with greater or lesser flexibility according to the

writer's expertise.

According to Delrose (2011), there is a huge difficulty for children in

the writing learning process, but in particular for those with language

based learning difficulties. For improve their written production, these

students have to do an extra effort with the language skills of spelling,

sentence formation, word choice, and punctuation, but also have difficulty

with the cognitive processes of planning and organizing the topic for

writing.

This research aims to deepen the information related to

organization of ideas, for this it is necessary to do a review of the stages of

writing. A publication of Capella University (2015) mentions the critical

thinking and states that comes into play in the phases that generate the

written production: prewriting, drafting, revising and polishing. In fact,

recommends to follow the next steps for a correct writing process which

are:

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Prewriting: In this stage, it is necessary to choose a topic and

determine the objective of text and whom is addressed.

Drafting: This step is for put in a written way all the ideas collected in

the before step, taking in account the correct language for each type of

texts.

Revising: It is recommended that the writer put himself in the reader's

place and, according to this, make the necessary changes for a better

comprehension.

Polishing: it is the last edition and in this stage the writers will verify

the readability of their work. At the end can be presented the final work.

Even though every single stage is fundamental for the correct

writing process, this research is focused on the pre-writing stage.

a) PREWRITING

According to Armstrong (2006), in the prewriting stage there are

some activities that can facilitates the writing process such as thinking

about the topic, taking notes, sharing opinions with others, brainstorming,

outlining, in this last activities the author makes reference to the graphic

organizers.

Kang (2004) defines a graphic organizer as a creative technique

used to present complex information and convert it into a simple and

meaningful graphic display of the relationships between concepts.

According to this author Graphic organizers can be used by students, as a

study tool to better understand vocabulary meanings or topics.

On the other hand, Grabe & Jiang (2007) states that teachers can

use the graphic organizer prior, during, or following the teaching or a topic

to organize the concepts taught. Suitable graphic organizers can be

created or chosen by teachers alone, students alone, or both, to teach a

certain set of vocabulary. Graphic organizers need to be as simple, clear,

direct and teachable as possible.

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Figure 1: Benefits of Graphic Organizers

Source: The Use of Graphic organizers to enhance thinking skills in the Learning of Economics. Created by: Hong Kong Curriculum Development Institute. Personal, Social and Humanities Education Section.

b) CLASSIFICATION OF GRAPHIC ORGANIZERS

In this study, it has been selected six graphic organizers, that

according with the authors studied, could be more effective its application

to the students of the universe studied.

1) BRAINSTORM

The brainstorm is an activity to stimulate creative thinking, where

students will suggest, develop their ideas spontaneously, cleverly and

brightly to solve a problem.

In concordance with Armstrong (2006), this activity is useful for the

ideas’ generation; the author mentions that this activity can be used for

writing in all levels. With this the author wants to make conscience that

students can use this activity since the first years of their school life.

Capella University (2015) states that, the brainstorming is a thinking

activity and there is exist an interaction between thinking and writing. Idea

trees, freewriting, mapping, and questioning all describe strategies that

force writers to expand their thinking, make connections, and ask hard

questions.

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Figure 2: Brainstorm

Source: 8 kinds of writing (2001) Created by: Goose. (2001)

2) MIND MAP

The James Cook University (2006) presents the mind map as a tool

which is a great help for the learning process. According to this author, the

mind map was created by Buzan.

According to Buzan (2011) a Mind Map is a powerful graphic

technique which provides a universal key to unlock the potential of the

brain. It harnesses the full range of cortical skills – word, image, number,

logic, rhythm, colour and spatial awareness – in a single, uniquely

powerful manner.

Developing a Mind Map

The development of the mind map is to establish the relationships

between concepts, write down key ideas, put the main idea in the center

and draw quickly on unlined paper without pausing or editing.

Applications

Different types of mind maps can be used for: preparing an essay, making

exams or taking notes.

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Figure 3: Mind Map

Source: https: http://www.tonybuzan.com/images/mm_chemistry.jpg

Created by: Buzan (2017)

3) OUTLINE

According to an official publication of the Aims community

college (2017), an outline is a map of an essay. In concordance

with the author, the outline could be considered as the structure of

the essay. The main ideas/paragraphs of the essay have been

grouped into an order that makes sense; the main idea behind

each paragraph is identified along with the support that will be

offered. Essentially, the essay is completely organized. Now the

writer can simply follow the outline and turn each idea into a

paragraph by expanding on the details that are present.

It is important to take into account that this graphic organizer

saves a lot of time in the writing process of an essay.

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Development of the Outline

To develop the outline in the first place, is necessary to write

sentences that capture the main idea, in order to prepare a tentative

outline, and spend some time freewriting arguments in favor and against

the topic.

Might need to rethink your argument, pretending to be a hostile

reader, furthermore ask every uncomfortable question that should be

answer the argument you have outlined.

Circle and draw lines between statements or assumptions made

and the evidence used to back them up, together with the evidence you

circled, and use this line of critical thinking to identify the problem, give it a

name and define the problem. Last but not least, escribe the hard

evidence that a problem exists and how it affects other people or things

and do not forget to describe as many possible solutions.

Figure 4: Outline

Source: https://educators.brainpop.com/printable/paragraph-graphic-organizer/ Created by: Samantha Keys

15

4) CONCEPTUAL MAP

According to Novak & Gowin cited by Rodriguez (2007) concept maps are

instruments developed to study the formation of concepts and meanings in

children. Its main objective is to represent significant relationships between

concepts in form of propositions. When talking about proposition, it is

making a reference to two or more concepts united by words and that

together form a unity with a specific meaning.

According to Campos (2005) the concept map can be understood

as a strategy, to help students learn and teachers to organize the material

for learning; and as a method to help students to help grasp the meaning

of learning materials and as a resource, to schematically present a set of

conceptual meanings.

In agreement to this, the author gives some directions to elaborate

the word map.

Development of the conceptual map

For the elaboration of the conceptual map, the following procedure

must be applied:

At the beginning, decide and remember the topic to develop to

identify the concepts associated with the first concept, furthermore,

establish relationships between concepts. Continue establishing

relationships with concepts from another level to the end. Given these

points, check and correct the presentation of the final version.

Components

The graphic expression of a conceptual map is done using the

following: ellipses, rectangles, and squares can also be used, these

concepts are written, and straight lines are used to join the concepts that

are related.

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Applications

The application of the conceptual maps is an illustration ingredient

to represent knowledge, as an instrument to explore the student’s prior

knowledge. On the whole, is teaching tool for teaching, and understand

the topic to be addressed.

Figure 5: Conceptual map

Source: Journal of Business and Management Sciences. 2014

Created by: Edson Coutinho

5) WORD MAP

According to Jones (2007), a word map is a visual organizer that

helps students engage with and think about new terms or concepts in

several ways. In concordance with the author, this graphic organizer could

be used for gat some ideas about a topic and promotes vocabulary

improvement in the students.

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Development of the word map

To develop the word map mainly the new term goes in the middle of the

map, thus, students should fill in the rest of the map with a definition,

synonyms, and antonyms.

Eventually, it is recommendable to draw a picture to help illustrate the new

concept or topic.

Applications

The application of word map helps students visualize the connections

between words and concepts, allow understand, understand, acquires and

retain the new vocabulary. Moreover, this graphic organizer facilitates the

redaction if instead of a word the students put a topic.

Figure 6: Word map

Source: http://www.readingrockets.org/strategies/word_maps Created by: www.readingrockets.org

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6) MAIN CHARACTERISTICS DIAGRAM

Campos (2005) states that this diagram is used to present the main

characteristics of an object, article, instrument, etc. It is a drawing of the

object in which the most important characteristics are marked, they are

named and described shortly. According to the object, the most

outstanding characteristics are identified, an explanatory text is marked

and written.

To conclude, with the contribution of the authors mentioned before,

it is possible to stablish the importance of the pre-writing stage in writing

process and the useful that the graphic organizers can be for the

organization of ideas.

Figure 7: Main Characteristics Diagram

Source: Microsoft Word

Created by: Freire Mery & Moreno Eliza

For the study of the variables in study, it is important to mention the

theories of different authors from the pedagogical point of view.

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Daniels cited by Ledesma (2014) states that the pedagogy is the

means by which education organizes the social influences. In fact, Piaget

& Inhelder (2015) state that the experience of the child, the situations with

which he faces are generated by his social environment, and things

appear in contexts that give them special meanings. which implies an

epistemological change that stablishes the subject and the object as active

entities.

Hyland cited by Flores (2016) affirm that the constructionist side

has exerted a great influence on the description of writing in English for

academic purposes. With this the author means that the written production

occupies a central place in professional practice and learning, and the

acquisition of a specialist culture is fundamental to professional success.

The current teaching of specialty English admits that the

conventions of each discipline are complex and the written production is

created through the experiences that the writer possesses of previous

discourses, and not through the explicit knowledge of rules. Certain genres

acquire meaning as discourse within a specific context; thus, the teacher

has to encourage the student to discover how valued textual forms and

their practices are socially constructed in response to the common

objectives of the target communities.

The aim is to provide the student with a series of framework

guidelines so that he can produce texts, making him aware of the

connections between the forms, objectives and role of the participants in

specific social contexts.

In another hand, Vigotsky (1998) states that the properties of an

object of knowledge imply that the child has to interact with the object but

also with another individual, which gives the character of social interaction

where the actions of one affect those of the other.

20

Vygotsky himself expressed the idea that to understand the actions

performed by an individual it is necessary, first, to understand the social

relationships in which that individual develops what makes the everyday

social context where the subject appropriates knowledge which is

completely by its own personal and social history, that is, by its interaction

as a social subject.

This causes both social and individual learning that is internalized in

the individual, this is explained by the process of internalization.

The proposal by Goodman (1993) is based on the philosophy of

Integral Language is not a method to teach reading and writing, which is a

new conception of language and human being in interaction, where

teachers and students have a leading role in the teaching and learning

process as researchers in contexts sociocultural in search of knowledge of

different realities. Also, González cited by Ledesma (2014) propose the

scope to promote Teaching-Learning compatible with the emotional

development of brain in order to:

1. Promote the best of each one offering the possibility of developing the

multiple Intelligences.

2. Create in your classroom areas that resemble the reality of life.

3. Use as a strategy to focus attention, commitment to emotions.

4. Promote collaborative work.

5. Respect the learning times of the students: be flexible.

6. Have as a goal the understanding.

7. Work with mental maps, permanently relating patterns mental.

8. Work mental skills.

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9. Promote spaces and times for personal reflection, self-evaluation and

Metacognition.

To conclude the studies of Piaget and Vygotsky, agree that

knowledge is given by a constructive process of the subject in interaction

with the environment and the scope of González is presented as great

support for the learning process.

For the linguistic aspect of the variables studied in this research, it

could be mentioned the following theories and opinions from a variety of

authors:

Tamayo, Ribes, & Padilla Vargas (2010) affirm that two sorts of

linguistic modes exist in the learning process such as: Reactive mode an

active mode. The authors explain that the reactive mode refers to the

functions of the individual as a reader, listener and observer. In other hand

the active mode acts as mediators in other ways, they represent actions of

the individual as pointing / gesturing, speaking and writing.

In agreement with the authors mentioned before, the active mode in

linguistics refers to the actions made by the learners to communicate their

ideas based on the language. For this it is fundamental to study the

functions of the language, because determined the form used by the

writers for transmit their message.

Flores(2016) states that written language lacks certain essential

attributes of oral language: intonation, accent, facial and body language,

and gestural language, this lack is compensated with greater clarity or with

the use of various stylistic and grammatical techniques that help to focus

attention on central point.

In agreement with the author mentioned before, in the written

production is fundamental to be clear with the message that will be given

and have a correct vocabulary according to the reader who is addressed

the written text.

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According to Ronquillo (2009) the communicative competence in

the teaching of languages had its origins around the decade of the 60s of

the 20th century. In it, Chomsky introduces the elements 'competition-

performance', where the first implies the knowledge that the speaker /

listener has of their language, understand linguistic knowledge

(phonological, morphological, syntactic, semantic and lexical) and the

second is the real use of the language in specific situations.

According to Halliday cited by Chaves (2001) there are seven

categories of linguistic functions that are developed in the social context

and that apply both to oral language and written language:

Instrumental: It is the language used to respond to needs.

Regulatory: It is the one used to control the behavior of others

Interactional: It refers to language to maintain and establish social

relationships.

Personal: It is that it allows to express personal opinions

Imaginative: It allows us to express what we imagine and create

Heuristic language: It allows us to create information and answers

about different things that we want to know.

Informative language: It is the one that allows to communicate

information

For improving the written production, it is necessary to study the

types of text and the qualities that should have. Through a bibliographical

research it was found that there is a variety of types of text, thinking the

needs of the students in study. The classification is the following:

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Narrative text: it is the narration of events in which characters

intervene and that develop in space and time. The facts are told by a

narrator.

Expositive Text: This type of text is known as informative in the school

setting. The primary function of the informative text is to transmit

information but it is not limited to simply providing data but also adds

explanations, describes with examples and analogies.

Descriptive text: It refers to the characteristics or properties of an

object or situation. its structure is basically organized on the spatial

dimension. The description always supposes then a form of analysis,

because details feelings, situations or things.

Informational text: This text is made based on events that occurred to

people or real things or real events, current or past. Within the

informational texts are the journalistic texts that inform about reality.

Informative texts of type scientist are used to raise awareness the

results and details of the investigations of the most various topics.

According to Pérez (2014), the qualities that the text should are the

following:

Clarity: It is achieved through well-constructed sentences, ordered and

without implied in general, scientific texts maintain a simplicity syntactic,

although there are also more complex syntax texts.

Precision: Ambiguous terminology and subjectivity should be avoided,

and instead use univocal terms (terms with only one signifier and

meaning).

Universality: It is the possibility that the treated facts can be

understood in any part of the world by any member of the group that

goes addressed. For this purpose, a specific terminology that can be

translate very easily from one language to another.

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From the Philosophical point of view, Capella University (2015)

affirms that writers often appeal to emotions or morality when they are

making their works. They might use fear, happiness, sadness, patriotism,

flattery, or loyalty to bring readers around to their points of view.

Coello, Hernandez, Sintras, Rodriguez & Betancourt (2014) state

the need to recognize scientific writing as an ethical guideline in

publications, and to assess the entire publication process carried out by

the author from an axiological perspective, where he expresses the

values: responsibility, honesty, humanism.

This authors also affirm that the human being, as a social entity,

must act according to the norms that each context requires, from their

relationships in the family, life in society and professionally. In the latter the

Individuals must manifest responsibility in the functions that are their

responsibility.

In conclusion, taking into account all the opinions of the authors

mentioned before, it can be said it that is important for writers to take

conscience of what they are writing, and is fundamental that in their written

works always prevails the values, in this way will be a contribution for the

community.

From the psychological point of view there are different opinion

from a diversity of authors which will be mentioned on the following

paragraphs:

Tribble cited by Flores (2016) affirms that the difficulty of writing lies

mainly in its own artificial and learned nature, as well as in the way in

which written language has evolved in urban societies with a highly

developed technology to tackle complex social and intellectual tasks.

According to this author, children understand the different roles that

spoken language plays through a process of trial and error, but it is not

until the formal education period that they come to understand the social

25

role played by having access to written language. While the main objective

of speech is to establish a relationship, in writing, children try to record

things, complete tasks, or develop ideas and arguments.

For this, it is important the use of techniques that facilitates the

written production, techniques as the graphic organizers.

Ausubel cited by Campos (2005) states that graphic organizers

serve as mental tools to help the students understand and retain important

information and relationships. In agreement with this author it can be said

that the graphic organizers are a great help for students because these

tools help them in their cognitive process.

Ledesma (2014) affirms that basic cognitive processes tend to use

the mental operations that are given in Vygotsky's hierarchy, therefore,

cognitive processes superiors use functions as similarity, of course

influenced by their socio-educational context to improve thinking with

psychology and pedagogy.

According to Ausubel (2000) proposes that meaningful learning as

the basis of school learning, a fundamental condition, to achieve

significance is that the new information can be related substantively with

others that we already have. This relationship can be facilitated with the

use of previous organizers, as this provides conceptual contact, to

integrate a new knowledge.

In conclusion, the graphic organizers allow the learners to acquire

new knowledge based on the prior knowledge, generating with this a

meaningful learning, in other words a consolidation of knowledge.

The sociological aspect of the variables in study will be presented

on the following theories:

According to Val (2013) the written production is very important in

two ways: first, because it is an intellectual exercise that leads to the

26

transformation of knowledge itself; and second is the way that the

members of the academic community make known their advances and

findings. With this the author tries to relate the writing skill with the

socialization of knowledge.

In other hand, Ribes (2007) states that human behavior is practiced

and always makes sense within language. Since language is present in all

human interactions, it is possible to think that it plays a fundamental role in

learning. In this way the author states that each type of relationship

between language and learning, exemplifies the qualitative changes that

occur in terms of the capacities and experiences.

Capella University (2015) states that the social aspects of the

writing are in the intellectual’s exercises. This makes references to the

interaction with the others. That could be reflected in the classroom with

activities such as: writing letters or exchanging notes with different

messages.

In conclusion, the writing skill is important for the communication

because this skill allow the human being to interact with others.

CONTEXTUAL FRAMEWORK

The present research was developed in the Unidad Educativa

Babahoyo, it was focused on students from First Year Bachillerato, Room

“F”, where it has been noticed that in students have not been receiving the

necessary encouragement and tools to allow them to improve their written

production. This problem is generated particularly due to the insufficient

writing resources available to develop this skill.

This Educative Unit began its history in the year 1960, beginning its

activities with the purpose of achieving the creation of a high school

dedicated to the formation of young ladies, an idea that has the support of

the then Minister of Education Mr. Dr. Sergio Quirola, who through

27

Ministerial Resolution # 635 of May 19, 1961 creates the legendary

National School of Ladies "Babahoyo”. Whose classes began on May 29,

1961, a day of great emotion for the city of Babahoyo.

After more than 10 years working as a ladies' high school, due to

the agreement # 3922 May 12, 1986 transforms into a Higher Technical

Institute to the National School of Young Ladies "Babahoyo". After a

decade later the agreement # 3391 July 24, 1996 elevates the Babahoyo

Higher Technical Institute to the category of Higher Technical and

Technological Institute, with the third year of studies in System Analysis,

Fashion Design and Business Management.

This high school has two daily shifts. It has 2238 students divided

in 925 boys and 1313 girls. This establishment offers three specializations

such as: Science (BGU), Technical in Computer Applications, Technical in

Accounting Administration.

Currently, the Unidad Educativa Babahoyo counts with approximately,

forty students per classroom, an auditorium and a library, but unfortunately

it does not count with an English lab. The Unidad Educativa Babahoyo is

located on It is located in Avenida Enrique Ponce Luque, calle Jorge

Villega, zone 5; district 2CD01, circuit 06 province Los Ríos, Cantón

Babahoyo.

LEGAL FRAMEWORK

The present investigation is based on the Organic Law of

Intercultural Education and the Code of the childhood and Adolescence,

which in the article 37 of The Code of the childhood and Adolescence

Chapter III, Section fourth it is established the next:

Article 37.- It guarantees that children and

adolescents have teachers, didactic materials,

laboratories, premises, adequate facilities and resources

28

and enjoy a favorable environment for learning. This right

includes effective access to initial education from zero to

five years, and therefore flexible and open programs and

projects, adapted to the cultural needs of the students, will

be developed;

According to what it is mentioned in this article, children and

adolescents have the right to a quality education from the beginning of

their years of study, with methodology, materials and didactic resources

that will facilitate a better learning in each subject and level that they study.

In the articles 2 and 43 of The Organic Law of Intercultural

Education (LOEI) it is established the next:

Article 2, Section ll.- Relevance. - Students are guaranteed a

training that responds to the needs of their social, natural and cultural

environment at the local, national and global levels.

Article 43.- The unified general Bachillerato comprises three years

of compulsory education following general basic education. Its purpose is

to provide people with a general education and interdisciplinary

preparation to guide them in the development of life projects and to

integrate themselves into society as responsible, critical and supportive

human beings. It develops permanent learning and citizenship skills in

students, and prepares them for work, entrepreneurship, and access to

higher education.

Moreover, the national curriculum guidelines (2014) states that in

First of Bachillerato, students have to produce longer, more detailed,

complex transactional, expository and informational texts than those

presented in previous years and with more variety in sentence structure

and lexical range. Also they will be able to produce simple narrative texts

with some detail and variety in sentence structure yet may contain some

usage error.

29

By the end of First Year of Bachillerato, students will have reached

the communicative competence for A2 proficiency level, and they will be

able to communicate in simple, routine tasks requiring a simple, direct

exchange of information on familiar and routine matters; describing in

simple terms aspects of their background, immediate environment, and

matters in areas of immediate need.

One of the objectives promoted by the ministry of education to

strength the teaching of the English language, is to provide contemporary

support resources for teaching and learning this language and inform the

educational.

The articles mentioned refers to the students who have completed

the basic education in such a way that the purpose in them is to train them

in the academic and social. So, they can be defended in higher education

which is the last level of study that must be done to go out to provide their

services to society as a good professional.

30

CHAPTER III

METHODOLOGY, PROCESS, ANALYSIS AND DISCUSSION OF

RESULTS

3.1. Methodological design

The methodology influenced in this research about the use of pre-

writing organizers for the improvement of written production will use a

mixed methods approach, as it is of qualitative and quantitative nature.

It is a qualitative investigation because it is based on the data

obtained from the instruments of investigation that allows the interpretation

and analysis of how this problem affects the population. Furthermore, it is

a quantitative investigation because it provides numerical data, results in

concrete answers regarding the different manifestation of the problem in

the investigation through the application of the instruments used in the

research. It allows using tables for the presentation of the measures made

by the authors.

3.2. Types of research

In this project the types of investigation used are the following:

Descriptive research

The descriptive method seeks an initial knowledge of the reality that

occurs from the direct observation of the researcher and the knowledge

obtained by reading or studying the information provided by other authors.

With this research the real situation of students of the First Year of

Bachillerato, Room “F”, of Unidad Educativa Babahoyo will be reflected.

31

Explanatory research

This research is explanatory because it allows searching the cause

of the facts through the establishment of cause-effect relationships. In this

case the fundamental cause of this project is the insufficiency in the written

production produced by the lack of the use of graphic organizers to

organize ideas in the prewriting stage.

Purposeful research

It is purposeful because it is based on a need of students of the

First Year of Bachillerato, Room “F”, of the Unidad Educativa Babahoyo, in

which a proposal will benefit students helping them to improve their written

production.

3.3. Population and sample

This research is focused on the students of the First Year of

Bachillerato, Room “F” from Unidad Educativa Babahoyo, located in

Babahoyo, Los Rios province. Although, the universe population is

determined by a total of 240 students and tree teachers. All whom belong

to the First Year Bachillerato, and correspond to six rooms with forty

students each, the problem was identified in the last group in Room “F”,

this means that this group became the sample for this study.

Furthermore, the sample in the study was selected, after a revision

of the current score analysis performed by the Vicerrectorado of the school

regarding the group which presented more problems in the English

subject. According to the authority, students of the First of Bachillerato,

Room “F”, have the lowest level of English language, compared to the

other sections in the same year of Bachillerato.

In this table, a detailed the distribution of the population and sample is

made:

32

Table 1: Population and sample

Description Population Sample Percentage

Students 40 40 100%

Teacher 1 1 100%

Total 41 41 100%

Source: Unidad Educativa Babahoyo Authors: Freire Morejon Mery & Moreno Triviño Eliza.

3.4. Operationalization of variables chart

Table 2: Operational Matrix Chart of the Variables

DIMENSIONS INDICATORS

DEPENDENT

VARIABLE WRITTEN

PRODUCTION

Conceptualization Definition

Characteristics

Types of text

Narrative

Expository

Descriptive

Informational

Qualities of text Clarity

Precision

Universality

Linguistics functions

Instrumental

Regulatory

Interactional

Personal

Imaginative

Informative

INDEPENDENT VARIABLE GRAPHIC

ORGANIZERS

Conceptualization Definition

Characteristics

Classification of

Graphic organizers

Brainstorm

Outline

Mind map

Conceptual Map

Word Map

Main Characteristics

Diagram

Source: Methodology, process, analysis and discussion of results Authors: Freire Morejón Mery and Moreno Triviño Eliza.

33

3.5. Research methods

Salas & Cárdenas (2008) affirm that the research methods explain a

certain phenomenon and/or determine what the conditions in which this

occurs are. That is why to discover and use of graphic organizers to

organize ideas in the prewriting stage for improve the written production in

students of the First Year of Bachillerato, Room "F" of Unidad Educativa

Babahoyo, the theoretical methods included in this investigation are the

following:

Analysis–Synthesis method

The analytical method refers to the analysis of things or

phenomena; it refers to the decomposition and examination of all the

factors to reach a conclusion. The synthetic method refers to the synthesis

of the phenomena.

This project will use the analytical because it analyzes all the

factors through a bibliographical, field and statistical research, which after

that made possible to state a conclusion.

Inductive-deductive method

In this project, the inductive-deductive method was applied. It is

inductive because this study work is addressed to a specific section of the

population of Unidad Educativa Babahoyo, it means students of First Year

of Bachillerato, Room “F”, as is the deficiency in the pre-writing stage to

the general understanding based in written production using the deductive

method.

Historical-logical method

This method has been applied in the study work because it was

realized a compilation of information of the variables which are: graphic

organizers and written production. Authors were cited to verify the theories

mentioned.

34

Systemic-Structural-Functional method

In this project it has been used this method because it will be

designing a proposal that will be structured in function to generate a

solution to the problem in study.

That is why to solve the problem of investigation it will be designed

a system of activities focused on the use of graphic organizers in the

prewriting stage to improve the written production.

3.6. Statistical methods and techniques

For the analysis of the reality of the sample in study is necessary

collect information through research instruments and statistical techniques

to allow their analysis.

3.7. Techniques of the investigation

In this project were used various techniques to identify and delimit the

problem and solution, the following techniques were applied in this

research.

3.7.1 Observation

The observation is a technique used by the researcher to compile

information to identify a problem and find a possible solution, through a

natural observation in the classroom. Moreover the researcher will see the

behavior, participation of the students after teacher gives instruction to do

an activity, and the development of the English class.

3.7.2 Survey

Ruiz (2006) states that the survey is an interrogative process that

focuses its scientific value on the rules of its procedure, it is used to know

what people think about a situation or problem. The researcher will be

apply a survey to the students to know the situation or problem that

35

involves in the English class, at the time of producing a written production,

what are their interest, knowledge, weakness in this skills, in a fast and

efficient way.

3.7.3 Interview

According to Ruiz (2006), the interview is the practice that allows

the researcher to obtain first-hand information. The interview can be

carried out directly, by telephone, by sending questionnaires by mail or in

group sessions. For this project the interview will be a timeline

conversation between the researcher and the teacher, it is expected to

collect valuable information to understand how is the situation inside the

class between the teacher and the students, and how the teacher handles

it.

3.8 Instruments of the investigation

The instruments of the investigation applied in this research project

were: an observation guide for the teacher and students in the class,

questionnaire to the students, and an interview to the teacher

3.8.1 Observation Guide

For the purpose of this observation, the instrument used will be an

observation guide, which contains six behaviors for the teacher and five for

the students that are expected to be observed during the English class.

Furthermore, during the class the researcher does not have contact with

the students or teacher, will be only objective observers.

These criteria or behaviors are related to the way in which the

teacher handles this skill within the class, as well as the behavior that the

students assume during the class.

The observation class will be performed in the First Year of

Bachillerato, Room "F", of Unidad Educativa Babahoyo, where an English

36

class was observed in order to know the reality of its development. On the

other hand, the observation sheet consisted of 12 criteria that will be

analyzed through observation, providing the researcher the opportunity to

identify if the behavior was observed or not, as well as starting observation

gathered during the process.

3.8.2 Survey to the students

For this research, the instrument that will be used in this project as

survey will be a questionnaire. This questionnaire will help to the

researcher to compile information about what level of development that

students have in the production of written text, essays or letter, and its

treatment in class

The questionnaire includes 15 items or structured questions related

to the research variable that allowed students to express their opinions,

the Likert scale will be implemented to obtain a better analysis of the

results. In this case, the survey has been applied to students of First Year

Room "F", from Unidad Educativa Babahoyo.

3.8.3 Interview to the teacher

The interview instrument In this case, for the interview was

elaborated as a questionnaire of six open-ended questions addressed to

the English teacher in charge of the students of the First Year of

Bachillerato, Room "F", of Unidad Educativa Babahoyo.

The interview sheet contained six interrogates that will be orally

applied to the English teacher; with this, the researchers will obtain a

closer look to the teacher’s point of view regarding the treatment of this

skill in the classroom.

37

3.9. ANALYSIS AND INTERPRETATION OF THE RESULTS

The relevant results obtained from the instruments of investigation applied

made to the students and teacher of the First Year Bachillerato, Room “F’,

of Unidad Educativa Babahoyo were the following:

3.9.1 ANALYSIS AND INTERPRETATION OF THE OBSERVATION

The observations were performed in the development of one of the

English Classes. For this, the observation guide was used, the following

relevant information was collected which is divided into two aspects:

Figure 8: OBSERVATION GUIDE RESULTS

Source: Data collected from the First Year of Bachillerato, Unidad Educativa Babahoyo Authors: Freire Morejón Mery and Moreno Triviño Eliza

About Teachers’ Attitude in the Classroom

It is notable the effort of the English teacher for the warm-up activities.

It was not observed that the teacher provides additional material to

students.

38

It was not observed the implement of teaching techniques that develop

the writing skill.

The teacher helps their students with their doubts about the English

class.

It was observed only the use of the official English book and the board.

It was not observed an evaluation at the end of the class.

About Students’ Attitude in the Classroom

Motivation in the students was observed at the beginning of the English

class.

The students do not count with an additional material apart of the

English book.

It was not observed the use of the graphic organizers.

It was observed that students do not feel comfortable at the moment of

writing a text.

Students, in the majority of the cases do not follow the teacher’s

instructions.

Comment:

These aspects obtained from observations put in evidence that English

teacher from the First Year of Bachillerato, Room “F”, at Unidad Educativa

Babahoyo does not apply techniques or tools that help students to

improve their writing skill.

On the other hand, students do not feel comfortable at the moment of write

a text, in the majority of the cases, they feel lost because they do not pay

attention to the teacher’s instructions. As well as not having the necessary

tools to organize their ideas before writing.

39

ANALYSIS AND INTERPRETATION OF THE SURVEY RESULTS

Item 1: I like writing Sample: 40 students Grade: First Bachillerato, Room “F” Table 3 survey item no. 1

I like writing.

Code Category Frequency Percentages

Item Nº1

Strongly agree 2 5%

Agree 5 12%

Indifferent 1 3%

Disagree 14 35%

Strongly disagree 18 45%

TOTALS 40 100% Source: Data collected from First Year of Bachillerato, Unidad Educativa Babahoyo. Authors: Freire Morejón Mery and Moreno Triviño Eliza.

Figure 9: I like writing

Source: Data collected from First Year of Bachillerato, Unidad Educativa Babahoyo. Authors: Freire Morejón Mery and Moreno Triviño Eliza.

Comment:

According to the results, most students manifest that they do not

like writing. On the other hand, there is a small percentage of the students

that enjoy writing

5%

13%

3%

35%

45%

Strongly agree Agree Indifferent Disagree Stronglydisagree

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

I LIKE WRITINGStrongly agree Agree Indifferent Disagree Strongly disagree

40

Item2: I consider that writing is important to express me Sample: 40 students Grade: First Bachillerato room “F Table 4 survey item no. 2

I consider that writing is important to express me.

Code Category Frequency Percentages

Item Nº2

Strongly agree 20 50%

Agree 14 35%

Indifferent 0 0%

Disagree 5 12%

Strongly disagree 1 3%

TOTALS 40 100% Source: Data collected from First Year of Bachillerato, Unidad Educativa Babahoyo. Authors: Freire Morejón Mery and Moreno Triviño Eliza.

Figure 10 survey item no. 2

Source: Data collected from First Year of Bachillerato, Unidad Educativa Babahoyo. Authors: Freire Morejón Mery and Moreno Triviño Eliza

Comment:

For the great majority of the students consider that the writing skill

is important to express them. However, low percentages of students do

not think the same.

50%

35%

0% 13% 3%

Strongly agree Agree Indifferent Disagree Stronglydisagree

0%

10%

20%

30%

40%

50%

60%

I CONSIDER THAT WRITING IS IMPORTANT TO EXPRESS ME

Strongly agree Agree Indifferent Disagree Strongly disagree

41

Item 3: I have problems at the moment of writing. Sample: 40 students Grade: First Bachillerato, Room “F” Table 5 : Survey item no. 3

I have problems at the moment of writing.

Code Category Frequency Percentages

Item Nº3

Strongly agree 23 58%

Agree 17 40%

Indifferent 0 0%

Disagree 1 2%

Strongly disagree 0 0%

TOTALS 40 100% Source: Data collected from First Year of Bachillerato, Unidad Educativa Babahoyo. Authors: Freire Morejón Mery and Moreno Triviño Eliza

Figure 11: Survey item no. 3

Source: Data collected from First Year of Bachillerato, Unidad Educativa Babahoyo. Authors: Freire Morejón Mery and Moreno Triviño Eliza.

Comment:

According to the results, the majority of the students consider that

they have a problem at the moment of writing. On the other hand, a little

percentage of students affirm that they do not have it.

58%

43%

0% 0%0%

10%

20%

30%

40%

50%

60%

70%

Strongly agree Agree Indifferent Disagree Stronglydisagree

I HAVE PROBLEMS AT THE MOMENT OF WRITING.

Strongly agree Agree Indifferent Disagree Strongly disagree

0%

42

Item 4: I think that is necessary to organize my ideas before writing Sample: 40 students Grade: First Bachillerato, Room “F”

Table 6: survey item no. 4

I think that is necessary to organize my ideas before writing

Code Category Frequency Percentages

Item Nº4

Strongly agree 14 35%

Agree 22 55%

Indifferent 4 10%

Disagree 0 0%

Strongly disagree 0 0%

TOTALS 40 100% Source: Data collected from First Year of Bachillerato, Unidad Educativa Babahoyo. Authors: Freire Morejón Mery and Moreno Triviño Eliza.

Figure 12: survey item no. 4

Source: Data collected from First Year of Bachillerato, Unidad Educativa Babahoyo. Authors: Freire Morejón Mery and Moreno Triviño Eliza.

Comment:

The results of the analysis show that a little group of students think

that is not necessary organize their ideas before writing. Meanwhile, most

of the students do not think the same.

35%

55%

10% 0% 0%0%

10%

20%

30%

40%

50%

60%

Strongly agree Agree Indifferent Disagree Stronglydisagree

I THINK THAT IS NECESSARY TO ORGANIZE MY IDEAS BEFORE WRITING.

Strongly agree Agree Indifferent Disagree Strongly disagree

43

Item 5: I know the stages of writing. Sample: 40 students Grade: First Bachillerato, Room “F”

Table 7: survey item no. 5

I know the stages of writing.

Code Category Frequency Percentages

Item Nº5

Strongly agree 0 0%

Agree 0 0%

Indifferent 3 7%

Disagree 22 55%

Strongly disagree 15 38%

TOTALS 40 100% Source: Data collected from First Year of Bachillerato, Unidad Educativa Babahoyo. Authors: Freire Morejón Mery and Moreno Triviño Eliza.

Figure 13: survey item no. 5

Source: Data collected from First Year of Bachillerato, Unidad Educativa Babahoyo.

Authors: Freire Morejón Mery and Moreno Triviño Eliza.

Comment:

The majority of the students do not know which the stages to start writing are. Although, a small group of students know what these ones are.

0% 0%10%

55%

35%

0%

10%

20%

30%

40%

50%

60%

Strongly agree Agree Indifferent Disagree Stronglydisagree

I KNOW THE STAGES OF WRITING.

Strongly agree Agree Indifferent Disagree Strongly disagree

44

Item 6: I believe that the pre-writing stage is important to produce a

written text in a good way. Sample: 40 students Grade: First Bachillerato, Room “F”

Table 8: survey item no. 6

I believe that the pre-writing stage is important to produce a written text in a good way.

Code Category Frequency Percentages

Item Nº6

Strongly agree 7 18%

Agree 20 50%

Indifferent 9 23%

Disagree 4 10%

Strongly disagree 0 0%

TOTALS 40 100% Source: Data collected from First Year of Bachillerato, Unidad Educativa Babahoyo. Authors: Freire Morejón Mery and Moreno Triviño Eliza.

Figure 14: survey item no. 6

Source: Data collected from First Year of Bachillerato, Unidad Educativa Babahoyo.

Authors: Freire Morejón Mery and Moreno Triviño Eliza.

Comment:

According to the data analysis, the majority of the students believe

that the pre-writing stage is important at the moment to produce a written

text.

18%

50%

23%

10% 0%0%

10%

20%

30%

40%

50%

60%

Strongly agree Agree Indifferent Disagree Stronglydisagree

I BELIEVE THAT THE PRE-WRITING STAGE IS IMPORTANT TO PRODUCE A WRITTEN TEXT IN

A GOOD WAY.Strongly agree Agree Indifferent Disagree Strongly disagree

45

Item 7: I have used graphic organizers before. Sample: 40 students. Grade: First Bachillerato, Room “F”. Table 9: survey item no. 7

I have used graphic organizers before.

Code Category Frequency Percentages

Item Nº7

Strongly agree 12 30%

Agree 20 50%

Indifferent 0 0%

Disagree 7 17%

Strongly disagree 1 3%

TOTALS 40 100% Source: Data collected from First Year of Bachillerato, Unidad Educativa Babahoyo. Authors: Freire Morejón Mery and Moreno Triviño Eliza

Figure 15: survey item no. 7

Source: Data collected from First Year of Bachillerato, Unidad Educativa Babahoyo. Authors: Freire Morejón Mery and Moreno Triviño Eliza

Comment:

The data analysis shows that most students confirm that they have

used graphic organizers before. However, a little percentage of students

affirm that they have not used it before.

30%

50%

0%

18%

3%0%

10%

20%

30%

40%

50%

60%

Strongly agree Agree Indifferent Disagree Stronglydisagree

I HAVE USED GRAPHIC ORGANIZERS BEFORE.

Strongly agree Agree Indifferent Disagree Strongly disagree

46

Item 8: I know the variety of graphics organizers. Sample: 40 students. Grade: First Bachillerato, Room “F”. Table 10: survey item no. 8

I know the variety of graphics organizers.

Code Category Frequency Percentages

Item Nº8

Strongly agree 1 3%

Agree 12 30%

Indifferent 0 0%

Disagree 16 40%

Strongly disagree 11 27%

TOTALS 40 100% Source: Data collected from First Year of Bachillerato, Unidad Educativa Babahoyo. Authors: Freire Morejón Mery and Moreno Triviño Eliza.

Figure 16: survey item no. 8

Source: Data collected from First Year of Bachillerato, Unidad Educativa Babahoyo. Authors: Freire Morejón Mery and Moreno Triviño Eliza.

Comment:

The results show that there are students that know about the variety

of graphic organizers. Although, the majority of the students do not know

about the kinds of graphic organizers.

3%

30%

0%

40%

28%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

Strongly agree Agree Indifferent Disagree Stronglydisagree

I KNOW THE VARIETY OF GRAPHICS ORGANIZERS.

Strongly agree Agree Indifferent Disagree Strongly disagree

47

Item 9: I know the different types of text. Sample: 40 students. Grade: First Bachillerato, Room “F”.

Table 11: survey item no. 9

I know the different types of text.

Code Category Frequency Percentages

Item Nº9

Strongly agree 0 0%

Agree 5 13%

Indifferent 2 5%

Disagree 20 50%

Strongly disagree 13 32%

TOTALS 40 100% Source: Data collected from First Year of Bachillerato, Unidad Educativa Babahoyo. Authors: Freire Morejón Mery and Moreno Triviño Eliza.

Figure 17: survey item no. 9

Source: Data collected from First Year of Bachillerato, Unidad Educativa Babahoyo.Authors: Freire Morejón Mery and Moreno Triviño Eliza.

Comment:

For most of the students, the different types of texts are unknown.

Meanwhile, a little percentage of students have knowledge about it.

0%13%

5%

50%

32%

0%

10%

20%

30%

40%

50%

60%

Strongly agree Agree Indifferent Disagree Stronglydisagree

I KNOW THE DIFFERENT TYPES OF TEXT.

Strongly agree Agree Indifferent Disagree Strongly disagree

48

Item 10: I can describe in written form: events, feeling, etc. Sample: 40 students. Grade: First Bachillerato, Room “F”.

Table 12: survey item no. 10

I can describe in written form: events, feeling, etc.

Code Category Frequency Percentages

Item Nº10

Strongly agree 2 5%

Agree 6 15%

Indifferent 0 0%

Disagree 12 30%

Strongly disagree 20 50%

TOTALS 40 100% Source: Data collected from First Year of Bachillerato, Unidad Educativa Babahoyo. Authors: Freire Morejón Mery and Moreno Triviño Eliza.

Figure 18: survey item no. 10

Source: Data collected from First Year of Bachillerato, Unidad Educativa Babahoyo. Authors: Freire Morejón Mery and Moreno Triviño Eliza.

Comment:

In this result, the majority of students recognize that they cannot

produce a written text describing events or their feelings. Nevertheless, a

little group of students express that they can make a description.

5%

15%

0%

30%

50%

0%

10%

20%

30%

40%

50%

60%

Strongly agree Agree Indifferent Disagree Stronglydisagree

I CAN DESCRIBE IN WRITTEN FORM: EVENTS, FEELING, ETC.

Strongly agree Agree Indifferent Disagree Strongly disagree

49

Item 11: I can write formal and informal letters. Sample: 40 students. Grade: First Bachillerato, Room “F”.

Table 13: survey item no. 11

I can write formal and informal letters.

Code Category Frequency Percentages

Item Nº 11

Strongly agree 3 7%

Agree 7 17%

Indifferent 1 3%

Disagree 11 28%

Strongly disagree 18 45%

TOTALS 40 100% Source: Data collected from First Year of Bachillerato, Unidad Educativa Babahoyo. Authors: Freire Morejón Mery and Moreno Triviño Eliza.

Figure 19: survey item no. 11

Source: Data collected from First Year of Bachillerato, Unidad Educativa Babahoyo. Authors: Freire Morejón Mery and Moreno Triviño Eliza.

Comment:

As a result, the majority of students do not think that they can write

formal and informal letters. However, a minority group of them think that

they are capable to do this activity.

8%

18%

3%

28%

45%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Strongly agree Agree Indifferent Disagree Stronglydisagree

I CAN WRITE FORMAL AND INFORMAL LETTERS.

Strongly agree Agree Indifferent Disagree Strongly disagree

50

Item 12: I can express my opinion in a written form. Sample: 40 students. Grade: First Bachillerato, Room “F”.

Table 14: survey item no. 12

I can express my opinion in a written form.

Code Category Frequency Percentages

Item Nº12

Strongly agree 0 0%

Agree 9 23%

Indifferent 7 17%

Disagree 8 20%

Strongly disagree 16 40%

TOTALS 40 100% Source: Data collected from First Year of Bachillerato, Unidad Educativa Babahoyo. Authors: Freire Morejón Mery and Moreno Triviño Eliza.

Figure 20: survey item no. 12

Source: Data collected from First Year of Bachillerato, Unidad Educativa Babahoyo. Authors: Freire Morejón Mery and Moreno Triviño Eliza.

Comment:

Furthermore, an important group of students consider that they

cannot express their opinion in a written form. On the other hands, it is

notable that a little group of students could express their opinion in a text.

0% 23% 18% 20% 40%0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

Strongly agree Agree Indifferent Disagree Stronglydisagree

I CAN EXPRESS MY OPINION IN A WRITTEN FORM.

Strongly agree Agree Indifferent Disagree Strongly disagree

51

Item 13: I consider that I can organize my ideas and create an outline for a

written text. Sample: 40 students. Grade: First Bachillerato, Room “F”

Table 15: survey item no. 13

I consider that I can organize my ideas and create an outline for a written text.

Code Category Frequency Percentages

Item Nº13

Strongly agree 2 5%

Agree 4 10%

Indifferent 0 0%

Disagree 18 45%

Strongly disagree 16 40%

TOTALS 40 100% Source: Data collected from First Year of Bachillerato, Unidad Educativa Babahoyo. Authors: Freire Morejón Mery and Moreno Triviño Eliza.

Figure 21: survey item no. 13

Source: Data collected from First Year of Bachillerato, Unidad Educativa Babahoyo. Authors: Freire Morejón Mery and Moreno Triviño Eliza.

Comment:

As a result, a minority of students consider that they are capable of

organizing their ideas and create an outline for writing text. Whereas, a big

group of students do not consider that they can do this activity.

0%

10%

20%

30%

40%

50%

Strongly agree Agree Indifferent Disagree Strongly disagree

I CONSIDER THAT I CAN ORGANIZE MY IDEAS AND CREATE AN OUTLINE FOR A

WRITTEN TEXT.Strongly agree Agree Indifferent Disagree Strongly disagree

52

Item 14: I know the important of check my final work. Sample: 40 students. Grade: First Bachillerato, Room “F”.

Table 16: survey item no. 14

I know the important of check my final work.

Code Category Frequency Percentages

Item Nº14

Strongly agree 6 15%

Agree 12 30%

Indifferent 3 7%

Disagree 4 10%

Strongly disagree 15 38%

TOTALS 40 100% Source: Data collected from First Year of Bachillerato, Unidad Educativa Babahoyo. Authors: Freire Morejón Mery and Moreno Triviño Eliza.

Figure 22: survey item no. 14

Source: Data collected from First Year of Bachillerato, Unidad Educativa Babahoyo.Authors: Freire Morejón Mery and Moreno Triviño Eliza.

Comment:

For this result, the students have divided opinion about the

importance of checking the final written text. Half of the students know the

importance of this. On other hands, the other half of students do not know

about this stage of writing.

15%

30%

8%10%

38%

0%

5%

10%

15%

20%

25%

30%

35%

40%

Strongly agree Agree Indifferent Disagree Stronglydisagree

I KNOW THE IMPORTANT OF CHECKING MY FINAL WORK.

Strongly agree Agree Indifferent Disagree Strongly disagree

53

Item 15: I believe that a system of activities focused on the use of

graphic organizers could be useful for me. Sample: 40 students. Grade: First Bachillerato, Room “F”. Table 17: survey item no. 15

I believe that a system of activities focused on the use of graphic organizers could be useful for me.

Code Category Frequency Percentages

Item Nº15

Strongly agree 22 55%

Agree 18 45%

Indifferent 0 0%

Disagree 0 0%

Strongly disagree 0 0%

TOTALS 40 100% Source: Data collected from First Year of Bachillerato, Unidad Educativa Babahoyo. Authors: Freire Morejón Mery and Moreno Triviño Eliza.

Figure 23: survey item no. 15

Source: Data collected from First Year of Bachillerato, Unidad Educativa Babahoyo.Authors: Freire Morejón Mery and Moreno Triviño Eliza.

. Comment:

Mostly of students are agreeing with a system of activities that

could help them in the improvement of their written production.

55%

45%

0% 0% 0%0%

10%

20%

30%

40%

50%

60%

Strongly agree Agree Indifferent Disagree Stronglydisagree

I BELIEVE THAT A SYSTEM OF ACTIVITIES FOCUSED ON THE USE OF GRAPHIC

ORGANIZERS COULD BE USEFUL FOR ME.

Strongly agree Agree Indifferent Disagree Strongly disagree

54

ANALYSIS AND INTERPRETATION OF THE INTERVIEW RESULTS

The English teacher was interviewed, the questions and answers will be

analyzed coming up next.

1. Do you consider that reinforce writing skill is necessary for the

English learning process? Why?

Yes, because the students need to communicate in different ways and

writing is one of them.

2. What is your opinion about the pre-writing stage in the writing

skill?

In my opinion, it’s really important because in each class we have to

evaluate the topic with any activity.

3. What instructions do you use to write a text in class?

Instructions like this: look at the pictures, and give the main idea about,

and after that write about it

4. What techniques or tools do you use to help your students to

improve their writing skill? Why?

Pictures are good tool to motivate to the students to write, we can use

videos or real life as well.

5. What type of additional material it is provided to students for the

development of writing skill?

These could be: poster, pictures, videos, and short tails.

6. Which are the advantages of the graphic organizers to help

students to organize their ideas before of writing a text?

I have knowledge about the graphic organizers and I consider that is a

great help for the ideas and concepts organization.

55

Comment:

The interview revealed that English teacher considers that the

prewriting stage is fundamental for the writing process but, unfortunately,

she does not implement techniques to reinforce it.

The teacher affirmed that the uses Graphic Organizers represent a

good advantage to students organize their ideas therefore, does not work

with graphics organizers as additional material to help their students in the

writing process.

The information obtained through the survey questionnaire,

interview and observations, allows the researchers to conclude that there

is an insufficiency in the written production in students from First Year of

Bachillerato, Room “F,” in Unidad Educativa Babahoyo school year 2017 –

2018, it also found that there are not enough resources at the moment to

organize the students’ ideas in the prewriting stage.

On the other hand, the English teacher does not implement

activities or provider additional material that promotes the ideas

organization in learners, however the teacher makes an effort to help

students with their doubts. In the majority of the cases students do not

follow the instructions given by the English teacher, this generate another

difficulty to the development of the writing process.

56

CHI-SQUARE TEST

Figure 24: Chi-Square

Source: Microsoft Excel, Chi Square, GeoGebra. Authors: Freire MorejónMery and Moreno Triviño Eliza.

Figure 25: Correlation Test

Source: Microsoft Excel Authors: Freire Morejón Mery and Moreno Triviño Eliza.

57

COMMENT:

Through the Chi-square analysis it was possible to determine that there

are a 0.01 grades of frequency between the variables in study (item 3 and

item 15).

According to this result, it is established that there is a relationship

between the dependent variable (Item3, written production) and the

independent variable (Item15, graphic organizers).

The correlation test shows the relation between the dependent variable

(written production) and the independent variable (graphic organizers).

The result obtained is based on Pearson’s relation coefficient.

58

CHAPTER IV

THE PROPOSAL

TITLE

System of activities based on pre-writing graphic organizers.

JUSTIFICATION

This proposal is the result of a study work elaborated using different

investigation methods, bibliographical and statistical techniques for data

analysis. Those were applied on students in First Year of Bachillerato

Room “F” of Unidad Educativa Babahoyo during the 2017-2018 academic

year. In order to obtain the results and analyze them, it was necessary to

collect information through some empirical techniques like an observation

guide, an interview and a survey questionnaire.

After the application of the statistical instruments, it could be found

that the students had a deficiency in their writing skill and for help them to

increase their English level it would be necessary to provide the extra

material focused on the use of the graphic organizers in the prewriting

stage to improve their written production.

Graphic organizers are an important resource that students can use

to improve the written production because they let students to organize

their ideas for the correct production of text.

This proposal is a contribution to the educational development

because students will have an additional material which is a system of

activities based on the graphic organizers that would help them to improve

their writing skill.

59

OBJECTIVES

GENERAL OBJECTIVE

To promote the use of the pre-writing Graphic Organizers for written

production.

SPECIFIC OBJECTIVES

To organize ideas in a coherent way to write texts.

To use pre-writing graphic organizers to sequentially write a text.

To apply pre-writing graphic organizers to improve written production.

THEORETICAL ASPECTS

This study work was elaborated taking into account the different

theories and opinions from authors. For a better comprehension they

divided thinking in their foundations per area.

This proposal was based on the didactic point of view from

Barragán (2013) states that the written production allow them to identify

the relationships between the elements of the text unit and the formal tools

that establish them. This proposal deepen the information related to

organization of ideas for writing a text.

From the Psychological point of view from Ausubel cited by Campos

(2005) who states that graphic organizers serve as mental tools to help the

students understand and retain important information and relationships.

For that reason this proposal is focused to promote the ideas organization

through graphic organizers.

This proposal was based on the Pedagogical point of view from

Piaget & Inhelder (2015) state that the experience of the child, the

situations with which he faces are generated by his social environment,

and things appear in contexts that give them special meanings. Which

implies that with the graphic organizers students will make a connection

60

with ideas for the written production and their environment and that will be

a benefit for their English learning process.

From the linguistic point of view from Halliday cited by Chaves

(2001) for improving the written production, it is necessary to study the

types of text and the qualities that should have for the communicative

competence. In this proposal is focused in develop the written production

in the different types of text and with all the qualities.

From the philosophical point of view, it is based from Coello et

al.(2014) state that the author from an axiological perspective, expresses

the values: responsibility, honesty, humanism. In this proposal students

will produce texts according to the norms that each context requires,

manifesting responsibility and respect.

From the sociological aspect, from Val (2013) the written production

is very important, because it is an intellectual exercise that leads to the

transformation of knowledge itself; this proposal is focused on promote

motivate the written production always thinking in the social context.

The proposal counts with all the feasibility elements for its application.

Taking into account that there is the necessary human talent and the

investigator will contribute the material. The proposal was designed to be

feasible in every sense, for this different aspects were considered.

This proposal is socio-politically feasible because the proposal is

oriented to solve a problem of education implementing a very important

tool as graphic organizers to develop the writing communication of

students.

DESCRIPTION OF THE PROPOSAL

This proposal was elaborated to improve the written production of

students of the First Year of Bachillerato from Unidad Educativa

61

Babahoyo, through the use of Graphic Organizers. This system of

activities was designed according to the English book A2. 2.

The next system of activities was created according to the six units of the

official English Book level A2.2.

The present work is divided on 6 units. On each unit, the teacher will find a

brief explanation about which Graphic Organizer can be used in order to

promote the organization of ideas to jump start writing production.

Finally, a consolidation example for the activity using that Graphic

Organizer will be introduced to elaborate the final written text.

In order to provide a sense of continuity with the official text, these

activities will provide extra practices to enhance written development in

student. It is important to work according the topics seen in the book.

Table 19: Scope and Sequence

UNIT TITLE CONTENT G.O USED

1 Inspirational People Mark Zuckerberg

My Mother Shakira

Mind map

2 Experience Culture! Hobbies

My favorite sport My favorite movie

Brainstorm

3 Story Time

Thor A dragon story

Ecuadorian story

Main Characteristics

Diagram

4 Traveling the world

My city Trips

People around the world.

Conceptual Map

5 News Media Report an event

News Magazine article

Word map

6 A Tech-World

Technological advances. Computer

My favorite social network.

Outline

62

63

64

65

66

67

68

69

70

71

72

73

74

75

76

77

78

79

80

81

82

83

84

85

86

87

88

89

90

91

92

93

94

95

96

97

98

99

100

101

102

103

104

105

106

107

108

109

110

111

112

113

114

115

116

117

CONCLUSIONS

The founding revealed that activities that promote the use of the

graphic organizers in the writing skill with critical thinking will develop

communicative competences in students and as a consequence the level

of written production will increase.

The observations showed that the teacher does not apply techniques

that develop the writing skill, this will rest opportunities for students to

improve their written production.

Once the empirical instrument were applied and analyzed, the

deficiencies on writing production were revealed confirming the presence

of a problem that need to be treated. Providing to this research the

guidelines to elaborate an alternative to correct this problem.

RECOMMENDATIONS

Teachers should include in class extra activities promoting the use of

Graphic Organizers that are not included to enhance written production in

the English book, to garner more attention from students. In this way,

students will be opened to participate and share experiences, ideas, and

feelings in writing.

Teachers must be updated, in order to be able to bring their students

the knowledge necessary for their educational development.

Students need to be more motivated to do activities that reinforce their

writing skill, they should be invited without pressures to participate, and

reinforce the different skills with activities in group.

This research presents the proposal as a great help to train students

on the use of graphic organizers due to the current deficiency levels in the

writing skill. For this it is important because it lets to improve students'

writing skill which will be a benefit for the English learning process.

118

The proposal should be seen as a supporting resource to reinforce the

writing skill and the proposal will be practical because is based on the

National Curriculum Guidelines.

119

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69.

Title: English Teacher

Source: Unidad Educativa Babahoyo

Authors: Freire Morejón Mery and Moreno Triviño Eliza

Title: Director of the English Area

Source: Unidad Educativa Babahoyo

Authors: Freire Morejón Mery and Moreno Triviño Eliza

Title: Observing the Class

Source: Unidad Educativa Babahoyo Authors: Freire Morejón Mery and Moreno Triviño Eliza

Title: Talking them about the surveying to students

Source: Unidad Educativa Babahoyo Authors: Freire Morejón Mery and Moreno Triviño Eliza

Title: Surveying to students

Source: Unidad Educativa Babahoyo Authors: Freire Morejón Mery and Moreno Triviño Eliza

Title: Interviewing the English Teacher

Source: Unidad Educativa Babahoyo

Authors: Freire Morejón Mery and Moreno Triviño Eliza

Title: At “ Unidad Educativa Babahoyo”

Source: Unidad Educativa Babahoyo Authors: Freire Morejón Mery and Moreno Triviño Eliza

Title: Receiving Tutorials with our Academic Consultant, Heidi Marriott Toledo, MSc.

Source: Unidad Educativa Babahoyo

Authors: Freire Morejón Mery and Moreno Triviño Eliza

UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFÍA CIENCIAS Y LETRAS DE LA EDUCACIÓN LICENCIATURA EN LA EDUCACION ESPECIALIZACIÓN LENGUAS Y

LINGÜÍSTICA

OBSERVATION GUIDE

Objective: The purpose of this observation guide is to collect information about the development of the English class in which the teacher and students participate. The results of the application of this instrument will be useful for this research.

Institución: Babahoyo Educative Unit

Course: First Year Bachillerato

Section: F

Please mark with an (X) the level that you consider appropriate.

TEACHER Yes No Not observed

Realize warm-up activities to introduce the writing class.

Provides to students extra material to develop the writing skill.

Teaches techniques to students that allow them to improve their writing skill.

Supervises and helping students. Implement didactic resources to help students to organize their ideas before writing.

At the end of the class, the teacher evaluates the knowledge acquired by students.

STUDENTS Students are motivated to learn and to participate in the writing class.

Students have extra material for the development of writing activities.

Students use graphic organizers that allow them to organize their ideas.

Students are comfortable when they are writing.

Students follow the teacher’s directions at the moment to do the writing activities.

Comments: Not all the students followed the instructions of the teacher. Researchers: Freire Morejon Mery – Moreno Triviño Eliza

UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFÍA CIENCIAS Y LETRAS DE LA EDUCACIÓN LICENCIATURA EN LA EDUCACION ESPECIALIZACIÓN LENGUAS Y

LINGÜÍSTICA

SURVEY TO THE STUDENTS

OBJECTIVE: To compile information about the level of development that students have reading the production of written texts and its treatment in classes. Please read the statements and then, mark with an (X) the alternative that you consider the most appropriate for you, using the following scale:

1=Strongly disagree 2=Disagree 3=Indifferent 4=Agree 5=Strongly Agree

*Thank you for your cooperation!

SCALE

N° ITEM 1 2 3 4 5

1 I like writing.

2 I consider writing is important to express myself.

3 I have problems at the moment of writing.

4 I think that is necessary to organize my ideas before writing.

5 I know the stages of writing.

6 I believe that the pre-writing stage is important to produce a written text in a good way.

7 I have used graphic organizers before.

8 I know the variety of graphics organizers.

9 I know the different types of text.

10 I can describe in writing form: events, feeling, story, etc.

11 I can write formal and informal letters.

12 I can express my opinion in a written form.

13 I consider that I can organize my ideas and create an outline for a written text.

14 I know the importantness of checking my final work.

15 I believe that a system of activities focused on the use of graphic organizers could be useful for me.

Researchers: Freire Morejon Mery – Moreno Triviño Eliza

UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSIFIA CIENCIAS Y LETRAS DE LA EDUCACION LICENCIATURA EN LA EDUCACION ESPECIALIZACION LENGUAS Y

LINGUISTICA

Interview Questionnaire

Objective: the purpose of this interview is to collect information of the strategy or tools of the teacher use to improve the writing skills with their students, and how important is for him.

Teacher’s information

Name:

Experience:

Institution: Babahoyo Educative Unit

1. Do you consider that reinforce writing skill is necessary for the English learning process? Why?

2. What is your opinion about the pre-writing stage in the writing skill?

3. What instructions do you use to write text in class?

4. What techniques or tools do you use to help students to improve their writing skill? Why?

5. What type of additional material is provided to students for the development of writing?

6. Which are the advantages of Graphic organizers to help students organize their ideas before writing a text?