“Problem-solving learning approach to promote language consciousness

through semi-controlled activities”

Martinez Vázquez, Pablo German; Sánchez López, Andrea, Carrillo Valdés, José Luis
pablo.martinezva@alumno.buap.mx; andrea.sanchezlop@alumno.buap.mx;
josel.carrillo@correo.buap.mx
Facultad de Lenguas
Benemérita Universidad Autónoma de Puebla
Calle 24 Norte 2003, Colonia Humboldt. CP 72370, Puebla, Puebla

Abstract
Learning English has been required in different grades of studies to improve the development of
students, and the demand of learning a new language as English is more common, thus, the
adaptations of teachers as students have changed to learn and teach. for that reason, different
methods and strategies are renovated and applied in the classroom. Currently, some activities are
applied in classes with specific purposes where learners must realize them at a specific time.
These activities are named semi-control activities which are considered more significant,
motivational, and real in learning because students have more freedom in the process of
development.

Summary

Problem-solving learning approach to promote language consciousness

through semi-controlled activities

Problematic???  Un purposes
Language  Renovation
consciousness  Approaching
Problem-solving  Process of development
learning  Methods
Semi-controlled  Strategies
activities  Promotion
Undoubtedly, English is considered one of the most popular languages around the world,
therefore, learning English becomes a need between students' population in higher education,
including cultural aspects. On the other hand, the language has not been integrated adequately
into academic programs, causing a lot of difficulties for writing assessment. Thus, the use of
problem-solving learning approach lets us promote language consciousness through semi-
controlled activities as an innovative perspective to overcome any misconceptions or barriers
related to writing competencies. Finally, being aware of these issues in advance, the use of
authentic teaching settings can impact new teachers' personal and professional development,
providing excellent opportunities for further improvements, and guaranteeing the success in their
teaching careers (Muir, Beswick, & Williamson, 2008; Zimmerman & Campillo, 2003). Besides,
this approach seems to advocate for an interactive, problem-solving method that actively engages
learners in using the language in a thoughtful and controlled manner. Problem-solving consists of
activities such as understanding the problem, devising a plan, carrying out the plan, and looking
back (Chamot, Dale, O'Malley, & Spanos, 1992; Kang, 2015). This free practice involves the
students engaging in simulated communication which has been set up to provide opportunities
for using those forms (Ellis, 1988: 21). This qualitative research, aims to foster the freedom of
learners, approaching their self-managed, as a result, the confidence to the realization of tasks
based on their own critical thinking and the interest of the developing of a second language by
the exposure of semi-controlled activities. This study was based on the experiences belong 20
students taking academic writing during six weeks at Benemérita Universidad Autónoma de
Puebla (BUAP). Through this study, conciseness will be developed essentially, and the outcome
is to make language learning enjoyable, interactive, and purposeful.

“Product approach to improve writing literacy through ICT applications in

university students”
 Martinez Cebada, Diana Laura; Aparicio Guerrero, Iris Vianey; Carrillo Valdés, José Luis
diana.martínezce@alumno.buap.mx; iris.apariciog@alumno.buap.mx;
josel.carrillo@correo.buap.mx
Facultad de Lenguas
Benemérita Universidad Autónoma de Puebla
Calle 24 Norte 2003, Colonia Humboldt. CP 72370, Puebla, Puebla
Key words: writing skills, students, applications, development, improve, writing, literacy.
Abstract
Writing is considered a complex process in which students from higher education face several
lacks related to their redaction, consequently, the stocking of literacy acquisition is fundamental
in order to become thesis writers. Therefore, the use of applications to improve skills is
considered an instrument to advance writing skills, where students have the opportunity to
visualize errors and improve their competence. In this investigation, the procedure has been
empirical in which the students applied AI (artificial intelligence) applications to review
writings. The research involved websites and procedures to improve written literacy, where the
score shows that the use of applications is effective for students to extend their skills.
Summary
Currently, Information and Communication Technology (ICT) is considered an important and
necessary element, the need has arisen for university students to seek the development of
professional competencies, including virtual platforms and applications for supporting the
learning outcomes and the management of learning, guaranteeing the improvement of language
competencies like writing literacy (Artega, 2011). On the other hand, this skill can be complex
and challenging for university learners, causing problems when the need to accomplish formal
written texts is asked in an academic university context. Therefore, the proposal of using ICT
tools with the appropriate integration in learning in education is a need to improve teacher
training for the effective integration of technologies both in teaching and learning the writing
process. (Batanero, 2020). This research aims to foster the implementation of those tools that
students can implement at college, obtaining better results. For this information, an
argumentative research model was used, collecting necessary and important resources with the
support of various articles published on the Cambridge portal among other sources of
information. The sample of the research was two groups with 20 students each aged between 20
and 24 years old with a lasting of 6 weeks of research. The inquiry involved websites and
methods to improve writing literacy where the score demonstrates that the use of application is
useful to students to increase their capacities. Finally, at the end of this research, the findings
showed the importance of the use of information and communication technologies applied in
academic writing, providing a new perspective on knowledge and performance.
References
José María Fernández Batanero, Marta Montenegro Rueda, José Fernández Cerero, Pedro Román Gravan.
(2010). Impact of ICT on writing and reading skills: a systematic review. Universidad de Sevilla,
España, 3.
Mojtaba Aghajani, M. A. (2018). The Effect of Online Cooperative Learning on Students’ Writing Skills
and Attitudes through Telegram Application. International Journal of Instruction, pp. 433-448.
Topacio, K. N. M. (2018). Exploring the use of online educational platforms in teaching writing among
ESL students. Journal of Language and Linguistic Studies, 14(1), 86-101.
Ufi Ruhama, Dewi Ismu Purwaningsih. (2018). Improving Students’ Writing Skills through the
Application of Synectic Model of Teaching Using Audiovisual Media. English Language
Teaching Educational Journal (ELTEJ), pp. 176-190.
Yundra, E., Deta, U. A., Mustar, Y. S., & Ghofur, M. A. (2020, November). Issues on Academic Writing
Consultation: Alternative Online Platforms for Graduate Students. In International Joint Conference on
Science and Engineering (IJCSE 2020) (pp. 267-272). Atlantis Press.

“Problem-solving learning approach to promote language consciousness

through semi-controlled activities”
Martinez Cebada, Diana Laura; Martinez Vázquez, Pablo German; Aparicio Guerrero, Iris
Vianey; Sánchez López, Andrea, Carrillo Valdés, José Luis
 diana.martínezce@alumno.buap.mx; pablo.martinezva@alumno.buap.mx;
iris.apariciog@alumno.buap.mx; andrea.sanchezlop@alumno.buap.mx;
josel.carrillo@correo.buap.mx
Facultad de Lenguas
Benemérita Universidad Autónoma de Puebla
Calle 24 Norte 2003, Colonia Humboldt. CP 72370, Puebla, Puebla

Abstract
Learning English has been required in different grades of studies to improve the development of
students, and the demand of learning a new language as English is more common, thus, the
adaptations of teachers as students have changed to learn and teach. for that reason, different
methods and strategies are renovated and applied in the classroom. Currently, some activities are
applied in classes with specific purposes where learners must realize them at a specific time.
These activities are named semi-control activities which are considered more significant,
motivational, and real in learning because students have more freedom in the process of
development.

Summary
students use learning tools to motivate themselves with the objective of learning a second
language permanently.

the proportion of tools provide motivation, the development rises, and a second language
becomes permanent.

Undoubtedly, English is considered one of the most popular languages around the world,
therefore, learning English becomes a need between students' population in higher education,
including cultural aspects. In addition, the fostering of semi-controlled activities provides
motivation to learners, and the development rises, consequently the language becomes
permanent. On the other hand, the language has not been integrated adequately into academic
programs, causing a lot of difficulties for writing assessment. Thus, the use of problem-solving
learning approach lets us promote language consciousness through semi-controlled activities as
an innovative perspective to overcome any misconceptions or barriers related to writing
competencies. Finally, being aware of these issues in advance, the use of authentic teaching
settings can impact new teachers' personal and professional development, providing excellent
opportunities for further improvements, and guaranteeing the success in their teaching careers
(Muir, Beswick, & Williamson, 2008; Zimmerman & Campillo, 2003). Besides, this approach
seems to advocate for an interactive, problem-solving method that actively engages learners in
using the language in a thoughtful and controlled manner. Problem-solving consists of activities
such as understanding the problem, devising a plan, carrying out the plan, and looking back
(Chamot, Dale, O'Malley, & Spanos, 1992; Kang, 2015). This aims not only to teach language
skills but also to develop a heightened awareness and understanding of the language in various
contexts. This can lead to more effective language learning and better retention of language
skills. This free practice involves the students engaging in simulated communication which has
been set up to provide opportunities for using those forms (Ellis, 1988: 21). This qualitative
research, aims to foster the freedom of learners, approaching their self-managed, as a result, the
confidence to the realization of tasks based on their own critical thinking and the interest of the
developing of a second language by the exposure of semi-controlled activities. This study was
based on the experiences belong 20 students taking academic writing during six weeks at
Benemérita Universidad Autónoma de Puebla (BUAP). Through this study, conciseness will be
developed essentially, and the outcome is to make language learning enjoyable, interactive, and
purposeful.