Fortalecimiento de la comunicación escrita a través de una estrategia metacognitiva en estudiantes de décimo de un colegio oficial en la ciudad de Bogotá

Abstract

In school, difficulties are evident in writing and production of different texts due to the fact that some processes such as planning, organization and evaluation are not taken into account; therefore, it is important to link these cognitive processes in teaching. This research was focused on identifying the levels of written communication in students of a public school in Bogotá as well as to improve the production of argumentative texts. For this purpose, a metacognitive strategy based on regulation and self-regulation processes was designed. This research is a qualitative type with a quasi-experimental design; the methodology included a diagnostic test, with the objective of identifying the student’s perceptions regarding their writing habits. Additionally, two learning guides were designed with the aim of developing metacognitive strategies that would allow the construction of argumentative texts. The results on the diagnostic test indicate that students understand the importance of planning, organizing, and evaluating a text. However, it is important to note that the textual typologies are not clear, students do not propose objectives or goals. That is why, when planning the scriptural process, students do not structure coherent or cohesive texts. The data collected showed that the students in the experimental group significantly improved their texts compared to those in the control group. The research contributes to the students using metacognitive strategies as an autonomous learning alternative when planning and writing a text.