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Este trabajo de investigación describe un estudio de métodos mixtos con un diseño de un solo grupo, pretest- posttest, cuyo objetivo fue analizar los efectos de la redacción de diarios de reflexión en las destrezas de escritura de 25 estudiantes de Inglés como lengua extranjera de primer año de bachillerato. También se examinaron las percepciones de los participantes sobre los diarios de reflexión como estrategia de aprendizaje. Los datos se recogieron en dos fases. En la primera, se aplicaron un pretest y un posttest para recoger los datos cuantitativos. Los investigadores emplearon una rúbrica de evaluación de la escritura para puntuar las pruebas previas y posteriores y evaluar el nivel de competencia lingüística en el idioma Inglés de los estudiantes. Y en la segunda fase, se pidió a los participantes que respondieran un cuestionario de seis preguntas abiertas, para recoger los datos cualitativos. Se demostró que los diarios de reflexión tuvieron un impacto positivo en el desarrollo de las destrezas de escritura de los participantes y que fue percibida como una estrategia de aprendizaje útil para mejorar el dominio del inglés. Estos resultados podrían ayudar a los estudiantes de Inglés como lengua extranjera a mejorar sus habilidades metacognitivas, requeridas en el currículo ecuatoriano.
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Derechos de autor 2023 Alexandra Gabriela Demera Macías, Tammy Fajardo Dack