Writing errors at B1+: a quasi-experimental approach
- Autores
- Priore, Matías Damian
- Año de publicación
- 2025
- Idioma
- inglés
- Tipo de recurso
- tesis de grado
- Estado
- versión aceptada
- Colaborador/a o director/a de tesis
- Castiñeiras, Beatriz
- Descripción
- Level B1+, according to the Common European Framework of Reference for Languages, often marks a plateau in foreign language learning, leading to fossilisations that hinder progress in interlanguage development. The study aims to investigate the efficacy of a pedagogical intervention that combines genre-based instruction and the process writing, implemented within a quasi-experimental framework. Drawing on a sample of 10 learners enrolled in English Literature, the study employs a pre-test/post-test design to examine the impact of the intervention on the learners' interlanguage. The results show that frequent errors decrease markedly and textual productions increase significantly in linguistic accuracy, as well as their semantic and functional load.This suggests that the writing process and the genre-based instruction provide efficient scaffolding which enables the learners to move beyond the plateau of their interlanguage.
Fil: Priore, Matías Damian. Universidad Tecnológica Nacional. Facultad Regional Avellaneda; Argetina. - Materia
-
B1+ plateau
Interlanguage
Genre-based instruction
Writing process
Creative writing
Scaffolding - Nivel de accesibilidad
- acceso abierto
- Condiciones de uso
- http://creativecommons.org/licenses/by-nd/4.0/
- Repositorio
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- Institución
- Universidad Tecnológica Nacional
- OAI Identificador
- oai:ria.utn.edu.ar:20.500.12272/12980
Ver los metadatos del registro completo
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Writing errors at B1+: a quasi-experimental approachPriore, Matías DamianB1+ plateauInterlanguageGenre-based instructionWriting processCreative writingScaffoldingLevel B1+, according to the Common European Framework of Reference for Languages, often marks a plateau in foreign language learning, leading to fossilisations that hinder progress in interlanguage development. The study aims to investigate the efficacy of a pedagogical intervention that combines genre-based instruction and the process writing, implemented within a quasi-experimental framework. Drawing on a sample of 10 learners enrolled in English Literature, the study employs a pre-test/post-test design to examine the impact of the intervention on the learners' interlanguage. The results show that frequent errors decrease markedly and textual productions increase significantly in linguistic accuracy, as well as their semantic and functional load.This suggests that the writing process and the genre-based instruction provide efficient scaffolding which enables the learners to move beyond the plateau of their interlanguage.Fil: Priore, Matías Damian. Universidad Tecnológica Nacional. Facultad Regional Avellaneda; Argetina.Castiñeiras, Beatriz2025-05-20T15:08:50Z2025-05-16info:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1finfo:ar-repo/semantics/tesisDeGradopdfapplication/pdfhttps://hdl.handle.net/20.500.12272/12980enginfo:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nd/4.0/Priore, Matías DamianAtribución Sin Obra Derivada (BY-ND)reponame:Repositorio Institucional Abierto (UTN)instname:Universidad Tecnológica Nacional2026-09-24T12:46:48Zoai:ria.utn.edu.ar:20.500.12272/12980instacron:UTNInstitucionalhttp://ria.utn.edu.ar/Universidad públicaNo correspondehttp://ria.utn.edu.ar/oaigestionria@rec.utn.edu.ar; fsuarez@rec.utn.edu.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:a2026-09-24 12:46:49.826Repositorio Institucional Abierto (UTN) - Universidad Tecnológica Nacionalfalse |
| dc.title.none.fl_str_mv |
Writing errors at B1+: a quasi-experimental approach |
| title |
Writing errors at B1+: a quasi-experimental approach |
| spellingShingle |
Writing errors at B1+: a quasi-experimental approach Priore, Matías Damian B1+ plateau Interlanguage Genre-based instruction Writing process Creative writing Scaffolding |
| title_short |
Writing errors at B1+: a quasi-experimental approach |
| title_full |
Writing errors at B1+: a quasi-experimental approach |
| title_fullStr |
Writing errors at B1+: a quasi-experimental approach |
| title_full_unstemmed |
Writing errors at B1+: a quasi-experimental approach |
| title_sort |
Writing errors at B1+: a quasi-experimental approach |
| dc.creator.none.fl_str_mv |
Priore, Matías Damian |
| author |
Priore, Matías Damian |
| author_facet |
Priore, Matías Damian |
| author_role |
author |
| dc.contributor.none.fl_str_mv |
Castiñeiras, Beatriz |
| dc.subject.none.fl_str_mv |
B1+ plateau Interlanguage Genre-based instruction Writing process Creative writing Scaffolding |
| topic |
B1+ plateau Interlanguage Genre-based instruction Writing process Creative writing Scaffolding |
| dc.description.none.fl_txt_mv |
Level B1+, according to the Common European Framework of Reference for Languages, often marks a plateau in foreign language learning, leading to fossilisations that hinder progress in interlanguage development. The study aims to investigate the efficacy of a pedagogical intervention that combines genre-based instruction and the process writing, implemented within a quasi-experimental framework. Drawing on a sample of 10 learners enrolled in English Literature, the study employs a pre-test/post-test design to examine the impact of the intervention on the learners' interlanguage. The results show that frequent errors decrease markedly and textual productions increase significantly in linguistic accuracy, as well as their semantic and functional load.This suggests that the writing process and the genre-based instruction provide efficient scaffolding which enables the learners to move beyond the plateau of their interlanguage. Fil: Priore, Matías Damian. Universidad Tecnológica Nacional. Facultad Regional Avellaneda; Argetina. |
| description |
Level B1+, according to the Common European Framework of Reference for Languages, often marks a plateau in foreign language learning, leading to fossilisations that hinder progress in interlanguage development. The study aims to investigate the efficacy of a pedagogical intervention that combines genre-based instruction and the process writing, implemented within a quasi-experimental framework. Drawing on a sample of 10 learners enrolled in English Literature, the study employs a pre-test/post-test design to examine the impact of the intervention on the learners' interlanguage. The results show that frequent errors decrease markedly and textual productions increase significantly in linguistic accuracy, as well as their semantic and functional load.This suggests that the writing process and the genre-based instruction provide efficient scaffolding which enables the learners to move beyond the plateau of their interlanguage. |
| publishDate |
2025 |
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2025-05-20T15:08:50Z 2025-05-16 |
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bachelorThesis |
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eng |
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http://creativecommons.org/licenses/by-nd/4.0/ Priore, Matías Damian Atribución Sin Obra Derivada (BY-ND) |
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