Strategy to improve english writing composition

Abstract

At Universidad Tecnológica Oteima, even though the inclusion of five subjects focusing on written composition in the bachelor’s degree program for English, students frequently face challenges when tasked with writing in English. Evidently, deficiencies in reading skills directly affect their ability to write accurately in English. Comprehending these problem areas could motivate teachers to implement innovative strategies aimed at enhancing students’ proficiency in this crucial aspect of a language degree. This article serves as an exploratory review aimed at identifying potential causes or deficiencies in written expression among English students at the university. Its primary objective is to foster a collaborative and interactive experience to enhance the production of English written texts. The study was carried out using a qualitative approach with constant support and feedback, utilizing various methodologies and text analysis techniques including discourse analysis, reference structure, and argumentation. Apart from producing texts of high quality characterized by coherence, fluidity, agreement, and cohesion, students effectively used analysis techniques to critically problematize the given topic, and demonstrate the significance of collaborative, asynchronous learning and continual guidance as valuable assets in both the learning experience and the resulting achievements.