Abstract
Writing is considered as one of the most complicated skills that learners present when learning English as a Foreign Language. Many learners bear in mind a lot of ideas, but they do not know how to express them. For this reason, professors have the need to implement engaging writing techniques to enhance students to perform meaningful texts correctly by using their originality and creativity. Thus, the present research work sought to study the efficacy of Role, Audience, Format and topic strategy in writing skill of university students who want to become future English teachers. To carry out this investigation, a pre-experimental design was performed in a single group of 36 participants who were required to take a survey to diagnose their current writing perception. A pretest and posttest from Preliminary English test (PET) was applied to the learners to compare their advance after and before the implementation of the treatment. The findings demonstrated that students improved their writing performance.
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The authors would like to thank the Universidad Técnica de Ambato (UTA), and the Dirección de Investigación and Desarrollo (DIDE) for its financial sponsorship for the publication of the present research work.
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Parra Gavilánez, L.F., Manzano Aguilar, J., Calero Sánchez, X.A. (2023). Role, Audience, Format, and Topic Strategy in the Improvement of the Writing Skill. In: Auer, M.E., Pachatz, W., Rüütmann, T. (eds) Learning in the Age of Digital and Green Transition. ICL 2022. Lecture Notes in Networks and Systems, vol 634. Springer, Cham. https://doi.org/10.1007/978-3-031-26190-9_71
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