Meaningful learning experiences in the development of paragraph writing. Experiencias de aprendizaje significativas en el desarrollo de la escritura de párrafos.

Resumen

This study examined the impact of meaningful learning experiences on the development of English paragraph writing skills among fifth-year students at the Angel Polibio Chaves Millennium Educational Unit in San Miguel de Bolívar. The research aimed to identify the main challenges students face when writing paragraphs in English and to evaluate how pedagogical strategies based on meaningful learning could enhance their writing abilities. A quasi-experimental design was applied, involving an experimental group exposed to innovative learning experiences and a control group receiving traditional instruction. Pre-tests and post-tests, modeled after the Cambridge English: A2 Flyers exam, assessed students’ writing proficiency before and after the intervention. Results showed that before the intervention, students struggled with coherence, cohesion, grammar, vocabulary, and argument development. Following participation in meaningful learning activities, students demonstrated significant improvements in paragraph structure, organization, fluency, and lexical variety. Statistical analysis confirmed that these differences were significant, validating the effectiveness of the intervention. Additionally, students reported increased motivation, confidence, and engagement in writing tasks, highlighting the benefits of connecting learning to everyday experiences and fostering collaboration. The study emphasizes the importance of meaningful, student-centered approaches in English as a Foreign Language instruction. By addressing linguistic and conceptual challenges, educators can improve students’ writing proficiency while promoting critical thinking, creativity, and active participation. The findings provide practical guidance for teachers seeking to develop competent, motivated, and confident writers in primary EFL classrooms.