Implementation of a Didactic Sequence for the Development of Writing Skills at the A2 Level in English Based on the Design of Pedagogical Strategies Grounded In Multiple Intelligences

Colmenares Becerra, Maria Fernanda

dc.contributor.advisor	León Calderón, Silvia Juliana
dc.coverage.spatial	cead_-_bucaramanga
dc.creator	Colmenares Becerra, Maria Fernanda
dc.date.accessioned	2025-10-08T20:28:51Z
dc.date.available	2025-10-08T20:28:51Z
dc.date.created	2025-09-25
dc.identifier.uri	https://repository.unad.edu.co/handle/10596/74529
dc.description	Implementation of a didactic sequence for the development of writing skills at the A2 level in English based on the design of pedagogical strategies grounded in multiple intelligences.
dc.description.abstract	El presente estudio tuvo como propósito diseñar, implementar y evaluar una secuencia didáctica para mejorar las habilidades de escritura en inglés en el nivel A2, mediante estrategias pedagógicas basadas en la Teoría de las Inteligencias Múltiples de Howard Gardner. Se desarrolló bajo un enfoque cualitativo de investigación-acción con dos estudiantes de inglés en un contexto colombiano, empleando encuestas, muestras de escritura y entrevistas semiestructuradas para la recolección de datos. Los resultados evidenciaron mayor participación, reducción de la ansiedad frente a la escritura y avances en la planificación y revisión de textos, así como mejoras en logro de la tarea, organización, gramática y vocabulario. En conclusión, la secuencia didáctica demostró su potencial para favorecer un aprendizaje inclusivo, centrado en el estudiante, y para impulsar prácticas docentes reflexivas e innovadoras.
dc.format	pdf
dc.title	Implementation of a Didactic Sequence for the Development of Writing Skills at the A2 Level in English Based on the Design of Pedagogical Strategies Grounded In Multiple Intelligences
dc.type	Proyecto aplicado
dc.subject.keywords	Didactic sequences
dc.subject.keywords	English language learning
dc.subject.keywords	Interactive multimedia product
dc.subject.keywords	Pedagogical strategies
dc.subject.keywords	Writing skills
dc.description.abstractenglish	The present study aims at the design, implementation, and evaluation of a didactic sequence aimed at improving A2-level English writing skills through pedagogical strategies grounded in Howard Gardner’s Theory of Multiple Intelligences. It follows a qualitative, descriptive action research design, the intervention was carried out with two EFL learners in a Colombian educational context. Data were collected through pre- and post-intervention surveys, writing samples, and semi-structured interviews, which enabled methodological triangulation. Findings show that the didactic sequence fostered greater learner engagement, reduced writing anxiety, and promoted the adoption of process-oriented strategies such as planning and revision. Moreover, participants’ post-intervention texts demonstrated notable improvements in task achievement, organization, grammatical accuracy, and lexical range. These results highlight the potential of Multiple Intelligences-based instruction to scaffold writing development at early proficiency levels and to contribute to more inclusive and learner-centered approaches in EFL contexts. The study also provides insights into the role of action research in promoting reflective teaching practices and sustainable innovation in language education.