Enhancing creative writing through comics in EFL.
La presente investigación explora el uso de historietas para mejorar la escritura creativa en inglés como lengua extranjera entre 18 estudiantes de noveno grado de la IED Magdalena Ortega de Nariño de Bogotá, Colombia. Utilizando un enfoque cualitativo de investigación-acción y a través de la recole...
- Autores:
-
Moreno Firigua, Cristian Esteban
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2025
- Institución:
- Universidad Pedagógica Nacional
- Repositorio:
- Repositorio Institucional UPN
- Idioma:
- eng
- OAI Identifier:
- oai:repository.pedagogica.edu.co:20.500.12209/21190
- Acceso en línea:
- http://hdl.handle.net/20.500.12209/21190
- Palabra clave:
- Escritura creativa
Tiras cómicas
Alfabetización multimodal
Motivación
Creative writing
Comic strips
Multimodal literacy
Motivation
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
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Enhancing creative writing through comics in EFL. |
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Enhancing creative writing through comics in EFL. |
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Enhancing creative writing through comics in EFL. Escritura creativa Tiras cómicas Alfabetización multimodal Motivación Creative writing Comic strips Multimodal literacy Motivation |
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Enhancing creative writing through comics in EFL. |
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Enhancing creative writing through comics in EFL. |
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Enhancing creative writing through comics in EFL. |
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Enhancing creative writing through comics in EFL. |
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Enhancing creative writing through comics in EFL. |
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Moreno Firigua, Cristian Esteban |
| dc.contributor.advisor.spa.fl_str_mv |
Morales Sossa, Ana Milena |
| dc.contributor.author.none.fl_str_mv |
Moreno Firigua, Cristian Esteban |
| dc.subject.spa.fl_str_mv |
Escritura creativa Tiras cómicas Alfabetización multimodal Motivación |
| topic |
Escritura creativa Tiras cómicas Alfabetización multimodal Motivación Creative writing Comic strips Multimodal literacy Motivation |
| dc.subject.keywords.eng.fl_str_mv |
Creative writing Comic strips Multimodal literacy Motivation |
| description |
La presente investigación explora el uso de historietas para mejorar la escritura creativa en inglés como lengua extranjera entre 18 estudiantes de noveno grado de la IED Magdalena Ortega de Nariño de Bogotá, Colombia. Utilizando un enfoque cualitativo de investigación-acción y a través de la recolección de datos por medio de artefactos, diarios de campo, cuestionarios y entrevistas, se analizaron las percepciones, procesos y producciones escritas de los estudiantes. Los resultados de la investigación muestran que la creación de historietas involucró a los estudiantes y produjo el mejoramiento de la escritura como proceso cognitivo y aumentó la motivación en los estudiantes para escribir en inglés. Además, el uso de cómics en el aula ayudó a reforzar el trabajo colaborativo que es importante para crear un ambiente adecuado para el aprendizaje. Este proyecto destaca la importancia de los cómics como herramienta pedagógica de enseñanza y aprendizaje para fomentar la escritura creativa, innovadora y consciente en el contexto EFL. |
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2025 |
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2025-06-20T15:25:02Z |
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2025 |
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Alizadeh, M. (2016). The impact of motivation on English language learning. International Journal of Research in English Education, 1(1), 11–15. Anggraeni, R., Martono, M., & Rais, A. (2015). Improving students’ writing skill by using comic strips. English Education, 4(1), 1–8. https://doi.org/10.20961/eed.v4i1.34615 Ávila, H. A. (2015). Creativity in the English class: Activities to promote EFL learning. HOW, 22(2), 91–103. https://doi.org/10.19183/how.22.2.141 Barnett, M. (1989). Writing as a process. The French Review, 63(1), 31–44. http://www.jstor.org/stable/394684 Behrens, H. (2021). Constructivist approaches to first language acquisition. Journal of Child Language, 48(5), 959–983. https://doi.org/10.1017/S0305000921000556 Bogdan, R., & Knopp, S. (1998). Qualitative research for education: An introduction to theory and methods. Casillo, F. R. (2015). La evolución de la escritura y su condición actual. http://hdl.handle.net/11336/58039 Cassany, D., & Comas, P. (1989). Describir el escribir. Paidós Argentina. Corbin, J., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative Sociology, 13(1), 3–21. https://doi.org/10.1007/BF00988593 De Caso-Fuertes, A., & García, J. (2006). Evolución de los modelos de escritura. International Journal of Developmental and Educational Psychology, 2(1), 523–532. http://www.redalyc.org/articulo.oa?id=349832312044 El mercado laboral colombiano, B. en. (s.f.). Informe mensual del mercado laboral. Acrip.co. Retrieved from https://acrip.co/contenidos-acrip/pdf/informe-mercado-laboral/2015/iml-julio-2015-bilinguismo-en-el-mercado-laboral-colombiano.pdf Elliot, J. (1991). Action research for educational change. McGraw-Hill Education (UK). Estándares básicos competencias en lenguas extranjeras: Inglés, E. B. (s.f.). Serie Guías No 22. Gov.co. Retrieved from https://www.mineducacion.gov.co/1780/articles-115174_archivo_pdf.pdf Filgona, J., Sakiyo, J., Gwany, D., & Okoronka, A. U. (2020). Motivation in learning. Asian Journal of Education and Social Studies, 10(4), 16–37. https://doi.org/10.9734/AJESS/2020/v10i430273 Fitria, T.(2024). Creative writing skills in English: Developing student’s potential and creativity. EBONY: Journal of English Language Teaching, Linguistics, and Literature, 4(1), 1–17. https://doi.org/10.37304/ebony.v4i1.10908 Flower, L., & Hayes, J.(1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365–387. https://doi.org/10.2307/356600 García, F., Alfaro, A., Hernández, A., & Molina, M. (2006). Diseño de cuestionarios para la recogida de información: Metodología y limitaciones. Revista Clínica de Medicina de Familia, 1(5), 232–236. http://www.redalyc.org/articulo.oa?id=169617616006 García, J. (2003). Educar para escribir. Editorial Limusa. Glatthorn, A. (1994). Constructivism: Implications for curriculum. International Journal of Educational Reform, 3(4), 449–455. https://doi.org/10.1177/105678799400300407 Hernández-Sampieri, R., & Mendoza, C. (2020). Metodología de la investigación: Las rutas cuantitativa, cualitativa y mixta. Jumaat, N., Tasir, Z., Halim, N., & Ashari., M. (2017). Project-based learning from constructivism point of view. Advanced Science Letters, 23(8), 7904–7906. https://doi.org/10.1166/asl.2017.9605 Kawulich, B. (2005). La observación participante como método de recolección de datos. https://www.qualitative-research.net/index.php/fqs/article/view/466/999 Kupers, E., Van Dijk, M., & Lehmann-Wermser, A. (2018). Creativity in the here and now: A generic, micro-developmental measure of creativity. Frontiers in Psychology, 9, 2095. https://doi.org/10.3389/fpsyg.2018.02095 Lewkowich, D. (2019). Talking to teachers about reading and teaching with comics: Pedagogical manifestations of curiosity and humility. International Journal of Education & the Arts, 20(23). Retrieved from http://doi.org/10.26209/ijea20n23. Méndez, Á., & Castañeda, A. (2018). Improving reading comprehension through comics as a narrative text (Tesis de pregrado, Corporación Universitaria Minuto de Dios). https://repository.uniminuto.edu/server/api/core/bitstreams/7ea785f4-298e-441a-921e-139795df3b37/content Merriam, S. (2009). Qualitative research: A guide to design and implementation. John Wiley & Sons. Mills, A., & Unsworth, L. (2017). Multimodal literacy. In Oxford Research Encyclopedia of Education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.232 Mills, J., Bonner, A., & Francis, K. (2006). The development of constructivist grounded theory. International Journal of Qualitative Methods, 5(1), 25–35. https://doi.org/10.1177/160940690600500103 Mish, F. (2005). Merriam-Webster's collegiate dictionary. Merriam-Webster. Morales, P., & Landa, V. (2004). Aprendizaje basado en problemas. Theoria, 13(1), 145–157. https://www.ubiobio.cl/theoria/v/v13/13.pdf Mukarromah, I., Beratha, S., Artawa, K., & Budiarsa, M. (2019). Designing morphosyntax material for EFL students: Indonesian case. English Language Teaching, 12(6), 140–145. https://doi.org/10.5539/elt.v12n6p140 O'Neill. E. (2013). Online translator usage in foreign language writing. Dimension, 74, 88–98. https://eric.ed.gov/?id=EJ1211306 Öz, H., & Efecioğlu, E. (2015). Graphic novels: An alternative approach to teach English as a foreign language. Journal of Language and Linguistic Studies, 11(1), 75–90. https://www.jlls.org/index.php/jlls/article/view/364 Páramo, P. (Ed.). (2011). La investigación en ciencias sociales: Estrategias de investigación (1ª ed.). Universidad Piloto. http://www.jstor.org/stable/j.ctt18d84kk Pyun, O. (2004). The role of group work in the second language classroom. The Korean Language in America, 9, 169–191. http://www.jstor.org/stable/42922866 Rios, V. (2023). Improving the writing practices through the creation of comics based on the students' interests. Universidad de Antioquia. https://hdl.handle.net/10495/36599 Scheinvar, E., & do Nascimento, M. L. (2017). Field diary: The author as a protagonist. Diario de campo: El autor como protagonista. Diário de campo: Autor como protagonista. https://seer.ufsj.edu.br/revista_ppp/article/view/2699/1823 Shuell, T. (2001). Teaching and learning in the classroom. International Encyclopedia of the Social & Behavioral Sciences, 15468–15472. https://doi.org/10.1016/B0-08-043076-7/02449-9 Universidad Pontificia Javeriana. (2023). Inglés, el factor de competitividad pendiente en Colombia. Edu.co. Retrieved from https://www.javeriana.edu.co/recursosdb/5581483/8102914/INF-69-INGLE%CC%81S-LEE2023.pdf Istiq’faroh, N., Suhardi, S., & Mustadi, A. (2020). Improving elementary school students’ creativity and writing skills through digital comics. İlköğretim Online, 426–435. https://doi.org/10.17051/ilkonline.2020.689661 |
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Morales Sossa, Ana MilenaMoreno Firigua, Cristian Esteban2025-06-20T15:25:02Z2025-06-20T15:25:02Z2025http://hdl.handle.net/20.500.12209/21190instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/La presente investigación explora el uso de historietas para mejorar la escritura creativa en inglés como lengua extranjera entre 18 estudiantes de noveno grado de la IED Magdalena Ortega de Nariño de Bogotá, Colombia. Utilizando un enfoque cualitativo de investigación-acción y a través de la recolección de datos por medio de artefactos, diarios de campo, cuestionarios y entrevistas, se analizaron las percepciones, procesos y producciones escritas de los estudiantes. Los resultados de la investigación muestran que la creación de historietas involucró a los estudiantes y produjo el mejoramiento de la escritura como proceso cognitivo y aumentó la motivación en los estudiantes para escribir en inglés. Además, el uso de cómics en el aula ayudó a reforzar el trabajo colaborativo que es importante para crear un ambiente adecuado para el aprendizaje. Este proyecto destaca la importancia de los cómics como herramienta pedagógica de enseñanza y aprendizaje para fomentar la escritura creativa, innovadora y consciente en el contexto EFL.Submitted by Cristian Moreno (cmorenof@upn.edu.co) on 2025-06-07T02:30:34Z No. of bitstreams: 2 Enhancing creative writing through comics in EFL ok.pdf: 2114836 bytes, checksum: 512ea08eb86e94d0a33db3ffd8047423 (MD5) Licencia_uso_trabajos_y_tesis_grado Cristian Moreno ok.pdf: 351340 bytes, checksum: e3c6ed2414b6785fd278c7bd8c716447 (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2025-06-07T15:22:18Z (GMT) No. of bitstreams: 2 Enhancing creative writing through comics in EFL ok.pdf: 2114836 bytes, checksum: 512ea08eb86e94d0a33db3ffd8047423 (MD5) Licencia_uso_trabajos_y_tesis_grado Cristian Moreno ok.pdf: 351340 bytes, checksum: e3c6ed2414b6785fd278c7bd8c716447 (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2025-06-20T15:25:02Z (GMT) No. of bitstreams: 2 Enhancing creative writing through comics in EFL ok.pdf: 2114836 bytes, checksum: 512ea08eb86e94d0a33db3ffd8047423 (MD5) Licencia_uso_trabajos_y_tesis_grado Cristian Moreno ok.pdf: 351340 bytes, checksum: e3c6ed2414b6785fd278c7bd8c716447 (MD5)Made available in DSpace on 2025-06-20T15:25:02Z (GMT). No. of bitstreams: 2 Enhancing creative writing through comics in EFL ok.pdf: 2114836 bytes, checksum: 512ea08eb86e94d0a33db3ffd8047423 (MD5) Licencia_uso_trabajos_y_tesis_grado Cristian Moreno ok.pdf: 351340 bytes, checksum: e3c6ed2414b6785fd278c7bd8c716447 (MD5) Previous issue date: 2025Licenciado en Español y Lenguas ExtranjerasPregradoThe present research explores the use of comics to improve creative writing in English as a foreign language among 18 ninth grade students at Magdalena Ortega de Nariño IED in Bogotá, Colombia. Using a qualitative action research approach and through the collection of data by means of artifacts, field diaries, questionnaires and interviews, perceptions, processes and written productions of the students were analyzed. The results of the research depict that the creation of comics strips engaged students and produced the improvement of writing as a cognitive process and increased motivation in students for writing in English. Additionally, the use of comics in the classroom helped to reinforce the collaborative work and motivation that is important for creating an adequate environment for learning. This project highlights the importance of comics as a pedagogical teaching and learning tool for fostering creative, innovative and conscious writing in the EFL contextapplication/pdfengUniversidad Pedagógica NacionalLicenciatura en Español y Lenguas ExtranjerasFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 InternationalEscritura creativaTiras cómicasAlfabetización multimodalMotivaciónCreative writingComic stripsMultimodal literacyMotivationEnhancing creative writing through comics in EFL.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisAlizadeh, M. (2016). The impact of motivation on English language learning. International Journal of Research in English Education, 1(1), 11–15.Anggraeni, R., Martono, M., & Rais, A. (2015). Improving students’ writing skill by using comic strips. English Education, 4(1), 1–8. https://doi.org/10.20961/eed.v4i1.34615Ávila, H. A. (2015). Creativity in the English class: Activities to promote EFL learning. HOW, 22(2), 91–103. https://doi.org/10.19183/how.22.2.141Barnett, M. (1989). Writing as a process. The French Review, 63(1), 31–44. http://www.jstor.org/stable/394684Behrens, H. (2021). Constructivist approaches to first language acquisition. Journal of Child Language, 48(5), 959–983. https://doi.org/10.1017/S0305000921000556Bogdan, R., & Knopp, S. (1998). Qualitative research for education: An introduction to theory and methods.Casillo, F. R. (2015). La evolución de la escritura y su condición actual. http://hdl.handle.net/11336/58039Cassany, D., & Comas, P. (1989). Describir el escribir. Paidós Argentina.Corbin, J., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative Sociology, 13(1), 3–21. https://doi.org/10.1007/BF00988593De Caso-Fuertes, A., & García, J. (2006). Evolución de los modelos de escritura. International Journal of Developmental and Educational Psychology, 2(1), 523–532. http://www.redalyc.org/articulo.oa?id=349832312044El mercado laboral colombiano, B. en. (s.f.). Informe mensual del mercado laboral. Acrip.co. Retrieved from https://acrip.co/contenidos-acrip/pdf/informe-mercado-laboral/2015/iml-julio-2015-bilinguismo-en-el-mercado-laboral-colombiano.pdfElliot, J. (1991). Action research for educational change. McGraw-Hill Education (UK).Estándares básicos competencias en lenguas extranjeras: Inglés, E. B. (s.f.). Serie Guías No 22. Gov.co. Retrieved from https://www.mineducacion.gov.co/1780/articles-115174_archivo_pdf.pdfFilgona, J., Sakiyo, J., Gwany, D., & Okoronka, A. U. (2020). Motivation in learning. Asian Journal of Education and Social Studies, 10(4), 16–37. https://doi.org/10.9734/AJESS/2020/v10i430273Fitria, T.(2024). Creative writing skills in English: Developing student’s potential and creativity. EBONY: Journal of English Language Teaching, Linguistics, and Literature, 4(1), 1–17. https://doi.org/10.37304/ebony.v4i1.10908Flower, L., & Hayes, J.(1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365–387. https://doi.org/10.2307/356600García, F., Alfaro, A., Hernández, A., & Molina, M. (2006). Diseño de cuestionarios para la recogida de información: Metodología y limitaciones. Revista Clínica de Medicina de Familia, 1(5), 232–236. http://www.redalyc.org/articulo.oa?id=169617616006García, J. (2003). Educar para escribir. Editorial Limusa.Glatthorn, A. (1994). Constructivism: Implications for curriculum. International Journal of Educational Reform, 3(4), 449–455. https://doi.org/10.1177/105678799400300407Hernández-Sampieri, R., & Mendoza, C. (2020). Metodología de la investigación: Las rutas cuantitativa, cualitativa y mixta.Jumaat, N., Tasir, Z., Halim, N., & Ashari., M. (2017). Project-based learning from constructivism point of view. Advanced Science Letters, 23(8), 7904–7906. https://doi.org/10.1166/asl.2017.9605Kawulich, B. (2005). La observación participante como método de recolección de datos. https://www.qualitative-research.net/index.php/fqs/article/view/466/999Kupers, E., Van Dijk, M., & Lehmann-Wermser, A. (2018). Creativity in the here and now: A generic, micro-developmental measure of creativity. Frontiers in Psychology, 9, 2095. https://doi.org/10.3389/fpsyg.2018.02095Lewkowich, D. (2019). Talking to teachers about reading and teaching with comics: Pedagogical manifestations of curiosity and humility. International Journal of Education & the Arts, 20(23). Retrieved from http://doi.org/10.26209/ijea20n23.Méndez, Á., & Castañeda, A. (2018). Improving reading comprehension through comics as a narrative text (Tesis de pregrado, Corporación Universitaria Minuto de Dios). https://repository.uniminuto.edu/server/api/core/bitstreams/7ea785f4-298e-441a-921e-139795df3b37/contentMerriam, S. (2009). Qualitative research: A guide to design and implementation. John Wiley & Sons.Mills, A., & Unsworth, L. (2017). Multimodal literacy. In Oxford Research Encyclopedia of Education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.232Mills, J., Bonner, A., & Francis, K. (2006). The development of constructivist grounded theory. International Journal of Qualitative Methods, 5(1), 25–35. https://doi.org/10.1177/160940690600500103Mish, F. (2005). Merriam-Webster's collegiate dictionary. Merriam-Webster.Morales, P., & Landa, V. (2004). Aprendizaje basado en problemas. Theoria, 13(1), 145–157. https://www.ubiobio.cl/theoria/v/v13/13.pdfMukarromah, I., Beratha, S., Artawa, K., & Budiarsa, M. (2019). Designing morphosyntax material for EFL students: Indonesian case. English Language Teaching, 12(6), 140–145. https://doi.org/10.5539/elt.v12n6p140O'Neill. E. (2013). Online translator usage in foreign language writing. Dimension, 74, 88–98. https://eric.ed.gov/?id=EJ1211306Öz, H., & Efecioğlu, E. (2015). Graphic novels: An alternative approach to teach English as a foreign language. Journal of Language and Linguistic Studies, 11(1), 75–90. https://www.jlls.org/index.php/jlls/article/view/364Páramo, P. (Ed.). (2011). La investigación en ciencias sociales: Estrategias de investigación (1ª ed.). Universidad Piloto. http://www.jstor.org/stable/j.ctt18d84kkPyun, O. (2004). The role of group work in the second language classroom. The Korean Language in America, 9, 169–191. http://www.jstor.org/stable/42922866Rios, V. (2023). 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