“IMPROVING WRITING AND SPEAKING ABILITIES IN TIMES OF PANDEMIC, WITH

NINTH-GRADE STUDENTS THROUGH CLASSROOM PROJECTS FOCUSED ON

TOURISM AT INSTITUCIÓN EDUCATIVA ISLA DEL SOL, PRADO - TOLIMA”
ADRIANA LUCERO GARCIA CORREA
algarciac@ut.edu.co
Estudiante de Maestría en Educación

Dr. JOSHUA JAMES ZWISLER

Asesor
Maestría en Educación
 Table of Contents
1. To feel or experience a problem

To seek out the possible answer to the

2. problem

To put into practice the possible answer to

3. the problem

To evaluate the results of the actions to

4. solve the problem.

To analyze the results.

5.

This graph is an adaptation of table 11. Research cycle according to Whitehead (1991). In
Latorre (2005, p. 38).
 INTRODUCTION
-At the beginning of 2020, the onslaught was experienced due to the Covid-19 pandemic, face-to-face classes
were suspended and education came to a virtual standstill throughout the world. Primary, secondary and
baccalaureate education moved specifically to a virtual model almost abruptly and the face-to-face plans had to
be urgently re-examined.

In this way, PBL and the English learning and development of communicative competencies are intertwined
because it facilitates both internal and external activities, showing the use of available technological resources.
It connects students with activities such as: problem solving, knowledge integration, encourages improvement
in cognitive, motor, ethical and affective aspects and knowledge retention. The objective of this teaching
methodology is for students to apply all this information to the problem or challenge proposed at the beginning
of the project, in order to draw their own conclusions.
 1. To feel or experience the problem
1. Theoretical reflections
in relation to project-
based learning in Specific Context
Global problem
times of Pandemic, in the Teaching
in learning
communicative and Learning
English during
competencies and English in Times
Pandemic
language learning of Pandemic
1. Institución Educativa Isla
strategies.
del Sol, Prado - Tolima.
Lack of English 2. Teaching practice
2. Methods and Innovative language
methodology: as elements for the 3. Specific learning
approaches for
the case of improvement of conditions.
learning English in
Project-based oral and written
times of Pandemic Learning (PBL) in communicative
especially Project- rural areas. production
based Learning in the skills.
rural area.

Own Source (2020)

 ¡Hemos visto tus
presentaciones! Y sabemos
RESEARCH QUESTION que le incluyes mucho
contenido a las diapositivas.
¡Sé breve! La diapositiva
debe ser solo un apoyo.
Taking into account the previous observation of the
educational context in Prado, Tolima at “Institución Educativa
Isla del Sol”, this research has been intended to look for some
answers for the following inquiry:

Can the implementation of Project-Based

Learning (PBL) methodology improve
students´ oral and written production in
ninth-grade students in times of
pandemic? If so, how?
 RESEARCH OBJECTIVES
MAIN OBJECTIVE To describe possible improvements in the oral and written production in ninth
grade students of the “Institución Educativa Isla del Sol” through the
implementation of learning strategies, supported by project-based learning
focused on Tourism.

To design and implement To determine the level

To identify the difficulties in classroom projects in which
Cognitive, meta-cognitive, social
terms of written and oral
production that ninth grade strategies are used with
collaborative work and project-
students of the "Institución based learning focused on
Educativa Isla del Sol"
Tourism, in order to mitigate the
have, through an initial shortcomings found in the
diagnostic test. production skills of ninth grade
students.
SPECIFIC OBJECTIVE 2
SPECIFIC OBJECTIVE 1
To evaluate the progress of the
students based on the
evaluations obtained in the pre-
test, diagnosis, implementation
of the intervention and post-test.
SPECIFIC OBJECTIVE 3
of relevance of the
strategies applied as a
didactic tool to qualify
the development of the
communicative
competencies of writing
and speaking abilities
based on the results of
the covariance.
SPECIFIC OBJECTIVE 4

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2. To seek out the possible answer to the problem
Current Status in Development of communicative
the International, skills in oral and written
National and Theoretical production in EFL and Language
Regional Context​ Reflection Learning Strategies

Projects during
Project-based
State of the Art Pandemic by
learning PBL
Covid-19.

Variety of
Research
Cooperation and Make Education Instruction Types
methodology and
Team Work Fun and Deep
instruments
Understanding

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Own Source (2020)
 2. To seek out the possible answer to the problem

• Classroom Project Design:

Exploration Structuring Transfer Assessment

Project Formative and

Formalization
Content Summative
of knowledge
Construction Assessment
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 RESEARCH STAGES
STAGES OBJECTIVE DATA COLLECTION INSTRUMENTS

Diagnostic Stage To obtain information related to oral and written Oral and written production test (PRE-TEST) in the form
textual production competence. of classroom projects.
Measurement prior to
01

Implementations of cognitive, compensatory and
memory strategies (direct strategies) and meta-
cognitive, affective and social strategies (indirect
strategies).
Management strategies
X
To design classroom projects in which cognitive, Cognitive, compensatory and memory strategies (direct
compensatory and memory strategies (direct strategies) and metacognitive, affective and social
strategies) and metacognitive, affective and social strategies (indirect strategies)
strategies (indirect strategies) supported by project-
based learning (PBL) are worked on.

Oral and written production test (POST-TEST) in the form

of classroom project.
Verification To analyze the effectiveness of the strategies worked
on in terms of oral and written production through the
Post measurement
Project Based Learning methodology.
02

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 3. To put into practice the possible answer to the problem
PANDEMIC
• Ninth-grade students​ BY COVID-
19
• 6 interventions were
carried out
• Project Based Learning CLASSROOM
Method PROJECTS
• Mediation tools:
LANGUAGE
(PBL)
WhatsApp and Google
LEARNING TOURISM
Meet. STRATEGIES

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3. To put into practice the possible answer to the
problem

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 3. To put into practice the possible
answer to the problem
Annex 1. Rubric for assessing speaking activities
RUBRICS FOR ASSESSING SPEAKING
STYLE: CONTENT,
VOCABULARY ADDRESSES THE
CLARITY (FLUENCY) AND INTONATION EYE CONTACT CORRECTNESS VISUAL APPEAL
STUDENT PRONUNCIATION AND LANGUAGE SPELLING GRAMMAR PROJECT AND CONFIDENCE AVERAGE
CONCISENESS AND PAUSING AND GESTURES FORMAT LENGTH AND CREATIVITY
USE SOME LENGTH
(ACCURACY)

1
2
3
4
5
6
7
8
9
10
AVERAGE

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 3. To put into practice the possible
answer to the problem
Annex 2. Rubric for assessing writing activities
RUBRICS FOR ASSESSING WRITING
STYLE: CONTENT, CLARITY COHERENCE
VOCABULARY AND CORRECTNESS FORMAT VISUAL APPEAL ADDRESSES THE PROJECT
STUDENT (FLUENCY) AND ADHERENCE TO TOPIC ACCURACY AND TEXT STRUCTURE PUNCTUATION SPELLING GRAMMAR AVERAGE
LANGUAGE USE LENGTH AND CREATIVITY AND SOME LENGTH
CONCISENESS) COHESION

1
2
3
4
5
6
7
8
9
10
AVERAGE

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According to Lluch Molins (2018) the assessment instrument: Rubric, this is a tool for evaluation and, sometimes, for grading that allows evaluating each of the
competencies in detail: This becomes an ideal instrument especially for evaluating competencies, since it allows dissecting the complex tasks that make up a
competency into simpler tasks distributed in a gradual and operative way".
3. To put into practice the possible answer to the problem
Annex 3. Sample of the survey

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According to Ferrer (2010), the survey is a data collection technique based on the
completion of a previously elaborated questionnaire which focuses on knowing the
perspectives of the research population and their evaluations regarding a particular
topic. In the survey, unlike the interview, the respondent reads the questionnaire
beforehand and answers it in writing, without the direct intervention of any person
collaborating in the research.
3. To put into practice the possible answer to the problem

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3. To put into practice the possible answer to the problem

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3. To put into practice the possible answer to the problem

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 3. To put into practice the possible answer to the problem

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 4. To evaluate the results of the actions to solve the problem.
CORRELATIONS

CORRELATIONS OF THE AVERAGES OF EVERY STUDENT ON PRE-TEST, IMPLEMENTATIONS OF THE STRATEGIES AND POST-TEST (SPEAKING ABILITY)

ACTIVITY IMPLEMENTED ON THE RESEARCH PROJECT ON NINTH

STUDENT STUDENT STUDENT AVERAGE EXPRESSED
GRADE STUDENTS AT INSTITUCIÓN EDUCATIVA ISLA DEL SOL IN STUDENT 1 STUDENT 2 STUDENT 3 STUDENT 4 STUDENT 5 STUDENT 7 STUDENT 8 AVERAGE AVERAGE (%)
6 9 10 IN GRADING SCALE
PRADO, TOLIMA

PRE-TEST 3,20 3,15 2,99 3,20 2,88 2,73 2,55 2,81 2,80 2,86 2,92 58% LOW

FAIRLY
LEARNING STRATEGIES IMPLEMENTED 3,89 3,69 3,80 3,74 3,88 3,69 3,73 4,00 3,77 3,72 3,79 76% SATISFACTORY

FAIRLY
POST-TEST 3,96 4,03 3,98 3,92 3,62 3,71 3,68 3,73 3,87 3,78 3,93 79% SATISFACTORY

CORRELATIONS OF THE AVERAGES OF EVERY STUDENT ON PRE-TEST, IMPLEMENTATIONS OF THE STRATEGIES AND POST-TEST (WRITING ABILITY)

ACTIVITY IMPLEMENTED ON THE RESEARCH PROJECT ON NINTH

AVERAGE EXPRESSED IN
GRADE STUDENTS AT INSTITUCIÓN EDUCATIVA ISLA DEL SOL IN STUDENT 1 STUDENT 2 STUDENT 3 STUDENT 4 STUDENT 5 STUDENT 6 STUDENT 7 STUDENT 8 STUDENT 9 STUDENT 10 AVERAGE AVERAGE (%)
GRADING SCALE
PRADO, TOLIMA

PRE-TEST 2,54 2,45 2,52 2,58 2,51 2,48 2,44 2,55 2,48 2,53 2,51 50% LOW

FAIRLY
LEARNING STRATEGIES IMPLEMENTED 2,95 3,26 3,19 3,29 3,25 3,22 3,52 3,23 3,60 3,55 3,31 66% SATISFACTORY

FAIRLY
POST-TEST 3,83 4,05 3,83 3,79 3,77 3,78 3,63 3,88 4,13 3,97 3,87 77% SATISFACTORY

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 4. To evaluate the results of the actions to solve the problem.
CORRELATIONS

Figure 13. Bar chart of the results of correlation among the strategies for assessing the speaking ability of every student.
4.50

4.04 4.05
3.95
4.00 3.86 3.81 3.853.91 3.87 3.82
3.75 3.77 3.75 3.76
3.61 3.67 3.663.72 3.69 3.69
3.62

3.50
3.20 3.15 3.20
2.99
2.88 2.86
3.00 2.81 2.80
2.73
2.55
2.50
DIALOGUE
INTERVIEW
2.00 VIDEO AND RECORDINGS

1.50

1.00

0.50

0.00
STUDENT 1 STUDENT 2 STUDENT 3 STUDENT 4 STUDENT 5 STUDENT 6 STUDENT 7 STUDENT 8 STUDENT 9 STUDENT 10

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 4. To evaluate the results of the actions to solve the problem.
CORRELATIONS

Figure 14. Bar chart of the results of correlation among the implementation of the strategies to assess Writing ability of every student.

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 4. To evaluate the results of the actions to solve the problem.
CORRELATIONS

Chart 14. Final Ninth Grade Students´ grades from 2017 to 2020
SCHOOL YEAR FIRST TERM SECOND TERM THIRD THERM FOURTH TERM FINAL SCORE
PERCENTAGE
2017 3.31 3.54 2.92 2.86 3.1558
PERCENTAGE 66.20% 70.80% 58.4% 57.20% 63.11%
2018 3.87 3.37 3.12 3.61 3.5055
PERCENTAGE 77.40% 67.40% 62.40% 72.20% 70.11%
2019 3.42 3.02 4.30 2.78 3.396
PERCENTAGE 68.40% 60.40% 86.00% 55.60% 67.92%
2020 4.0 3.5 3.5 3.5 3.64
PERCENTAGE 80% 70% 70% 70% 72.80%
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Figure 15. Final Ninth grade Students´ grades during four years since year 2017 until year 2020.
FINAL GRADES
5 3.15588235 3.50555555
4 294118 555556
3 3.396 3.64
2
1
0
Y2017
Y2018
Y2019
Y2020
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 4. To evaluate the results of the actions to solve the problem.
CORRELATIONS

Chart. 16. Analysis of the application on the project-based learning methodology prior 3 years (2017, 2018 and 2019) and in the year of implementation of the PBL
based on Tourism (2020) with standard deviation percentage
Year Q1 Q2 Q3 Q4 FINAL Q1 SD Q2 SD Q3 SD Q4 SD FINAL SD

Y2017 3.31176 3.535294 2.92352941 2.85882353 3.15588235 0.41061288 0.26912167 0.69779063 0.94608326 0.44586025

Y2018 3.87222 3.372222 3.12222222 3.61111111 3.50555556 0.81875483 0.49800255 0.23900666 0.54760321 0.39178659

Y2019 3.424 3.02 4.3 2.78 3.396 0.62335116 0.87225761 0.92421138 0.85049005 0.64516148

Y2020 4 3.5 3.5 3.5 3.64 0.94280904 0.84983659 0.84983659 0.84983659 0.76186905

Figure 20. Comparison of the application on the project-based learning methodology prior 3 years (2017, 2018 and 2019) and in the year of implementation of
the PBL based on Tourism (2020) with standard deviation percentage FINAL GRADES SINCE Y2017 UNTIL Y2020 WITH STANDARD
DEVIATION (SD)
0.761869046
0.645161478 781952
0.8 494598
0.7 0.445860247 FINAL GRADES WITH STANDARD DEVI-
0.6 492552 0.391786589 ATION (SD)
0.5
900855
0.4
0.3
0.2
0.1
0
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4. To evaluate the results of the actions to solve the problem.

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4. To evaluate the results of the actions to solve the problem.

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4. To evaluate the results of the actions to solve the problem.

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4. To evaluate the results of the actions to solve the problem.

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4. To evaluate the results of the actions to solve the problem.

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4. To evaluate the results of the actions to solve the problem.

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 5. To analyze the results.
This section presents the analysis of data collection and the interventions through the implementations in which the selected strategies were
worked through classroom projects in order to make the respective analysis according to the problem to be answered and the objectives set in
this research.

According to the process evidenced, after the application of the It is established that the manner used for the development of the classroom
methodology based on projects focused on tourism, it allowed the projects was user-friendly since the current instant messaging application called
ninth-grade students to integrate theoretical and practical knowledge Whatsapp was used. However, there were external factors that did not allow a
related to tourism in Prado through the English language. satisfactory use of this platform.

There is evidence of clarity on the part of ninth grade students in

relation to the proposed subject matter (tourism) and developed in the The students developed the proposed projects without any inconvenience since
they had online and offline advice from the teacher.
work guidelines (classroom projects).

It is evident that classroom projects were clearly presented to the ninth- The presentation of the videos and audios before the synchronous classes allowed
grade students. the ninth-grade students to better understand the projects proposed in the work
guidelines.

It is established that the projects proposed in the work guides were

related to the interests and needs of the ninth grade students of the The Project-based Learning methodology was well received by the ninth grade
Institución Educativa Isla del Sol. students of the Institución Educativa Isla del Sol.

The work done during the Pandemic produced by Covid-19 using the
Project Based Learning (PBL) was more challenging and required
complex work using ICT's and an interdisciplinary approach and the
autonomous work of the participants.
During the development of the Project-based Learning (PBL) methodology focused
on tourism, collaborative work was encouraged, work was done with students
through projects, and an improvement was obtained in the oral and written
production skills of ninth grade students in the English foreign language, which was
detected during the implementations and when making the survey.
 5. To analyze the results.
It is worth mentioning that the application of the methodology based on Classroom Projects and Project-based learning addresses different dimensions of knowledge such as intellectual, emotional and social, applying
learning strategies and activities adjusted to the level of performance of the students, and the direct and indirect learning strategies in the same way.
conditions of education during the COVID-19 Pandemic and the lack of presence of work in
classrooms, are factors that influenced to a great extent in the development of the current
innovative proposal, however, very significant results were obtained with the population that was
able to work.

Project-based learning is useful as it is used to teach through transversal experiences (tourism).

In the elaboration of these projects, it was sought that the ninth-grade students understand the
importance of the representation of the text in the mind. It will be important to keep in mind what is
expressed by Schumacher and Ma (1999), who have analyzed the essentials of this operation to be The Project-Based Learning methodology raises problems and situations in society to turn students into active agents
able to write efficiently. They argue that "all writing implies the construction of a large number of of propositions.
representations" (p. 184). Therefore, if the writer does not previously imagine what she wants to
write, it cannot be expressed through written language. Hence the importance of exercising ninth-
grade students to represent what they are going to write before proceeding to express themselves
graphically.

Through the Project-Based Learning methodology, students' investigative, creative and analytical capacity is tested and
developed.

In the first project about a dialogue, several difficulties were detected in oral production skills
(speaking): spelling, grammar, addresses the project, correctness format length, vocabulary and
language use, among others. The first implementation for the two skills begins to show
improvements in some of the categories evaluated, in relation to the rubric. Later, when the second The Project-Based Learning methodology encourages students to evaluate their work objectively, so that they identify
implementation of advertisement project is carried out, the data presented shows that more opportunities for improvement, learn from mistakes and move towards continuous improvement.
students begin to improve their written production, and the number of students who go from low to
fairly satisfactory performance increases.

It could be observed that there is a directly proportional correlation, that is, the improvements seen
in the students are due to the activities carried out the implementations of the learning strategies. In
addition, the improvement of its results, the Project Based Learning in English focused on Tourism,
allowed the students to be more autonomous and work in a more relaxed and trusting environment
for them, the interest in learning English was also awakened even in times of Pandemic by Covid-19.
Also, it can be said that the strategies selected to implement were adequate, especially according to
the level of the students.
In the classroom, there are students with a diversity of intellectual levels and learning needs. Precisely, Project Based
Learning contemplates this plurality and helps the development of all students. That is, through collaborative work,
positive interdependence is achieved; the most advanced students recognize the importance of their role within the
team and the value of the contribution of their classmates. On the other hand, less advanced students obtain
opportunities to develop their abilities and an enriching cognitive exchange in their learning process.
The results obtained show how the fundamental differences between students with higher and lower academic
achievement focus on cognitive, meta-cognitive, compensation, affective and social strategies. That is, in the ability to
self-regulate one's own learning taking into account the dimensions related to the planning, regulation and evaluation
of their work as students, to personalize the information and relate it to situations of their own experience and with
their knowledge schemes and in social interaction as a mechanism to facilitate learning and solving tasks in English.
e. Estrategias de aprendizaje (Learning strategies): Monereo (2000, p. 24), Álvarez, González-Pienda, González-Castro y Núñez
(2007), Rebecca L. Oxford (1990).
• Estrategias directas:
Estrategias de memoria: Crear conexiones mentales, aplicar imágenes y sonidos, revisar correctamente y emplear acción.
Estrategias cognitivas: Practicar, recibir y mandar mensajes, analizar y razonar y crear estructuras de entrada y salida.
Dentro de las estrategias cognitivas y que se seleccionaron para trabajar en la presente investigación están: Recombinar
(Recombining).
Estrategias de compensación: Formular hipótesis de forma inteligente y superar limitaciones orales y escritas.
En cuanto a las estrategias de compensación para superar las deficiencias orales y escritas se destaca: Solicitando ayuda
(Getting help).
• Estrategias indirectas:
Estrategias meta-cognitivas: Centrar la atención, organizar y planear y evaluar el aprendizaje.
Dos de las estrategias meta-cognitivas que permiten llevar un seguimiento al proceso de aprendizaje son: Organizar (Organizing)
y Establecer metas y objetivos (Setting goals and objectives).
Estrategias afectivas: Reducir la ansiedad, auto-animarse y controlar el estado emocional.
Estrategias sociales: Formular preguntas, cooperar con otros y empatizar con los demás.
En cuanto al trabajo colaborativo, hay dos de las estrategias sociales, que encajan perfectamente en este aspecto y son: Cooperar
con otros (Cooperation with others) y Pedir corrección (Asking for corrections):
 S
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Thank you for your attention!