Open AccessEFL Learners’ Formulaic Language Use in Writing: an Action Research Account
Author(s) -
Marcela Soledad Vildósola Campos,
Cristian Sanhueza-Campos,
Katia lorena Sáez Carrillo
Publication year - 2021
Publication title -
logos
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.124
H-Index - 1
eISSN - 0719-3262
pISSN - 0716-7520
DOI - 10.15443/rl3118
Subject(s) - action research , vocabulary , mathematics education , narrative , action (physics) , writing process , perspective (graphical) , process (computing) , psychology , reflection (computer programming) , relation (database) , pedagogy , computer science , linguistics , artificial intelligence , philosophy , physics , quantum mechanics , database , programming language , operating system
The present study exemplifies an action research-based approach for addressing the extent to which a process of explicit instruction of formulaic language supports the use of this type of vocabulary in middle school students’ short narrative written texts. The study was conducted at a private school in Chile, as a plan to help learners use different forms of expression in a written format. Data were obtained from a group of 23 Spanish-speaking learners of English before and after the intervention period. The action research methodology was implemented in order to collect and analyse written compositions as well as a survey for evaluating the treatment from the students’ perspective. The observation and reflection process led to positive outcomes in relation to the use of formulaic expressions in writing, and students’ opinion about the process also proved favourable. The pedagogical innovation is reflected upon theoretical and pedagogical perspectives. Implications applicable to teachers working in this and other contexts are also considered.