Uso de la narración digital basada en cómics para mejorar la escritura creativa en aulas de inglés

El propósito de esta investigación-acción es explorar cómo la narración digital basada en cómics puede mejorar las habilidades de escritura creativa de estudiantes de quinto grado en una escuela rural colombiana. Para realizar este estudio, aplicamos un enfoque de investigación cualitativa utilizand...

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Autores:: Jaramillo Díaz, Luis Felipe
Fajardo Zorro, Maria José
Kaptevskaia, Tatiana

Tipo de recurso:: https://purl.org/coar/resource_type/c_7a1f

Fecha de publicación:: 2025

Institución:: Universidad El Bosque

Repositorio:: Repositorio U. El Bosque

Idioma:: spa
eng

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repository_id_str
dc.title.none.fl_str_mv	Uso de la narración digital basada en cómics para mejorar la escritura creativa en aulas de inglés
dc.title.translated.none.fl_str_mv	Using Digital Comic-Based Storytelling to Enhance Creative Writing in EFL classrooms
title	Uso de la narración digital basada en cómics para mejorar la escritura creativa en aulas de inglés
spellingShingle	Uso de la narración digital basada en cómics para mejorar la escritura creativa en aulas de inglés Cómic digital Narración de cuentos Herramientas de asistente de escritura de inteligencia artificial Escritura creativa Inglés como lengua extranjera Material educativo 370.1175 Digital comic Storytelling Artificial intelligence writing assistant tools Creative writing English as a foreign language (EFL) Educational material
title_short	Uso de la narración digital basada en cómics para mejorar la escritura creativa en aulas de inglés
title_full	Uso de la narración digital basada en cómics para mejorar la escritura creativa en aulas de inglés
title_fullStr	Uso de la narración digital basada en cómics para mejorar la escritura creativa en aulas de inglés
title_full_unstemmed	Uso de la narración digital basada en cómics para mejorar la escritura creativa en aulas de inglés
title_sort	Uso de la narración digital basada en cómics para mejorar la escritura creativa en aulas de inglés
dc.creator.fl_str_mv	Jaramillo Díaz, Luis Felipe Fajardo Zorro, Maria José Kaptevskaia, Tatiana
dc.contributor.advisor.none.fl_str_mv	Castellanos Jaimes, Judith
dc.contributor.author.none.fl_str_mv	Jaramillo Díaz, Luis Felipe Fajardo Zorro, Maria José Kaptevskaia, Tatiana
dc.subject.none.fl_str_mv	Cómic digital Narración de cuentos Herramientas de asistente de escritura de inteligencia artificial Escritura creativa Inglés como lengua extranjera Material educativo
topic	Cómic digital Narración de cuentos Herramientas de asistente de escritura de inteligencia artificial Escritura creativa Inglés como lengua extranjera Material educativo 370.1175 Digital comic Storytelling Artificial intelligence writing assistant tools Creative writing English as a foreign language (EFL) Educational material
dc.subject.ddc.none.fl_str_mv	370.1175
dc.subject.keywords.none.fl_str_mv	Digital comic Storytelling Artificial intelligence writing assistant tools Creative writing English as a foreign language (EFL) Educational material
description	El propósito de esta investigación-acción es explorar cómo la narración digital basada en cómics puede mejorar las habilidades de escritura creativa de estudiantes de quinto grado en una escuela rural colombiana. Para realizar este estudio, aplicamos un enfoque de investigación cualitativa utilizando métodos no observacionales, como artefactos, muestras de escritura de estudiantes y entrevistas. El material educativo fue diseñado utilizando el sitio web de Google para crear cómics digitales, respaldado por herramientas de asistente de escritura de inteligencia artificial y andamiajes para satisfacer las necesidades de los estudiantes y desarrollar habilidades de alfabetización digital en el aula de inglés. Los hallazgos mostraron mejoras en varios aspectos de la escritura creativa de los estudiantes. Los estudiantes demostraron una mayor creatividad, coherencia y claridad en su escritura, menos errores ortográficos y vocabulario ampliado. Sin embargo, la precisión gramatical, especialmente inconsistencia en los tiempos, no mejoró. Fomentar la libre expresión aumentó la participación, el interés y la motivación de los estudiantes. Esto generalmente promovió una actitud positiva y motivación hacia la redacción de textos. Con más tiempo y enfoque en áreas específicas del idioma, este material también podría conducir a habilidades gramaticales más sólidas e incluso a un mayor crecimiento creativo.
publishDate	2025
dc.date.accessioned.none.fl_str_mv	2025-05-13T19:32:35Z
dc.date.available.none.fl_str_mv	2025-05-13T19:32:35Z
dc.date.issued.none.fl_str_mv	2025-05
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dc.type.local.spa.fl_str_mv	Tesis/Trabajo de grado - Monografía - Pregrado
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dc.language.iso.fl_str_mv	spa eng
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dc.relation.references.none.fl_str_mv	Almashy, A., Ahmed, A. S. M. M., Jamshed, M., Ansari, M. S., Banu, S., & Warda, W. U. (2024). Analyzing the Impact of CALL Tools on English Learners' Writing Skills: A Comparative Study of Errors Correction. World Journal of English Language, 14(6). Babaee, R. (2015). Interview with Alan Maley on teaching and learning creative writing. International Journal of Comparative Literature and Translation Studies, 3(3), 77–81. Bitz, M. (2008). A rare bridge: The Comic Book Project connects learning with life. Teachers & Writers, 39(4), 3–10. https://teachersandwritersmagazine.org/wp-content/uploads/2023/02/A-Rare-Bridge.pdf Boström, P. K. (2019). In search of themes–keys to teaching qualitative analysis in higher education. The Qualitative Report, 24(5), 1001-1011. Bowkett, S., & Hitchman, T. (2012). Using comic art to improve speaking, reading and writing. Routledge. Brown, C. (2023). The Benefits of Using Comics in the Classroom. Burns, A. (2019). Action research in English language teaching: Contributions and recent developments. Second handbook of English language teaching, 991–1005. Cabrera-Solano, P., Gonzalez-Torres, P., & Ochoa-Cueva, C. (2021). Using Pixton for teaching EFL writing in higher education during the COVID-19 pandemic. International Journal of Learning, Teaching and Educational Research, 20(9), 102-115. Çiçolar, R., & Bulut, B. (2025). The Effect of the use of Educational Digital Comics in Primary School Fourth Grade Turkish Course on Students’ Writing Skills and Self-Efficiency. Türk Akademik Yayınlar Dergisi (TAY Journal), 9(1), 68–96. Dawson, P. (2004). Creative writing and the new humanities. Routledge. David-West, A. (2012). Sequential Art and Sentence Construction: Wordless Comics in an EFL Context. Mulberry/愛知県立大学外国語学部英米学科編, (61), 141–158. Gómez-Rodríguez, L. F. (2010). English textbooks for teaching and learning English as a foreign language: do they really help to develop communicative competence?. Educación y Educadores, 13(3), 327–346. EdComix Project. (2020). EdComix: Comics as a pedagogical tool. Erasmus+. https://ec.europa.eu/programmes/erasmus-plus/project-result-content/cdc03056-7734-4591-ada9-ce9908e3cd0e/Guide_EN.pdf Hulstijn, J. H., & Laufer, B. (2001). Some empirical evidence for the involvement load hypothesis in vocabulary acquisition. Language learning, 51(3), 539-558. Hyland, K. (2019). Second language writing. Cambridge University Press. Klaehn, J. (2021). Mike Richardson Interview. Journal of Graphic Novels and Comics, 12(5), 1207–1211. Kumar, T. (2020). Approaches in Teaching Writing Skills with Creative Writing: A TESOL Study for Indian Learners. TESOL International Journal, 15(5), 78–98. Laiche, S., & Nemouchi, A. (2021). The Impact of Google Translate on EFL Learners’ Writing Performance. في الترجمة, 8(1), 412-429.‎ Lang, A. (2015). Comic strips in the English classroom. Lightbown, Patsy M., and Nina Spada. How languages are learned 5th Edition. Oxford university press, 2006. Listyani, L. (2019). The Use of a Visual Image to Promote Narrative Writing Ability and Creativity. Eurasian Journal of Educational Research, 80, 193-223. Maley, A. (2009). Creative writing for language learners (and teachers). Teaching English—British Council & BBC. https://www.teachingenglish.org.uk/professional-development/teachers/understanding-learners/articles/creative-writing-language Manning-Lewis, T. (2019). I hate writing: Making a case for the creation of graphic novels in the Caribbean English classroom to develop students’ creative writing skills. Changing English, 26(4), 392-404. Martin, A. (2006). A European framework for digital literacy. Nordic Journal of Digital Literacy, 1, 151-161. Megawati, F., & Anugerahwati, M. (2012). Comic strips: A study on the teaching of writing narrative texts to Indonesian EFL students. Teflin Journal, 23(2), 183. Ministerio de Educación Nacional. (((2006). Estándares básicos de competencias.https://www.mineducacion.gov.co/1621/articles-340021_recurso_1.pdf Mulyana, N. Exploring the Use of Artificial Intelligence as Writing Assistant in EFL Classroom: A Systematic Literature Review. Murugiah, Mohana Ram. "Improving the 5th formers’ continuous writing skills through the creative writing module." Advances in Language and Literary Studies 4.2 (2013): 7-12 Nassaji, H. (2020). Good qualitative research. Language Teaching Research, 24(4), 427–431. Nunan, D. (1991). Language teaching methodology: A textbook for teachers. Pretence Hall International. O’Rourke, M. 2005. “Multiliteracies for 21st Century Schools.” ANSN 2: 1–12 Pawliczak, J. (2015). Creative writing as a best way to improve writing skills of students. Sino-US English Teaching, 12(5), 347–352. Ramos Holguín, B., & Aguirre Morales, J. (2014). Materials Development in the Colombian Context: Some Considerations about Its Benefits and Challenges. How, 21(2), 134–150. Rayo, D. S. (2015). Writing Narratives with the Aid of Picture Stories. The University of Western Ontario (Canada). Read, C. (2015). Seven pillars of creativity in primary ELT. Creativity in the English language classroom, 29-36. Richards, J. C., & Renandya, W. A. (Eds.). (2002). Methodology in language teaching: An anthology of current practice. Cambridge University Press. Rosenberg, M. (2015). The learner as a creativity resource. Creativity in the English Language Classroom, 123. Sabin, R. (2013). Adult comics. Routledge. Sciamarelli, M. (2015). Teaching children with mascot-inspired projects. Creativity in the English language classroom, 104. Setiawan, F., & Alkhowarizmi, A. (2025). Exploring an Artificial Intelligence as Automated Feedback Program in EFL Writing. ETERNAL (English Teaching Journal), 16(1), 202-224. Wang, L. (2019). Rethinking the significance of creative writing: A neglected art form behind the language learning curriculum. Wahyudin, A. Y. (2019). E-COMICS IN TEACHING: USING COMIC STRIP CREATORS TO ENHANCE JUNIOR HIGH SCHOOL STUDENTS’WRITING ABILITY. 16 November 2019, Bandar Lampung, Indonesia i. Weigle, S. C. (2002). Assessing writing. Cambridge University Press. Widiarti, Y. (2024). Canva and Comic Strips: Facilitate on Teaching Writing Instruction. International Journal of Contemporary Studies in Education (IJ-CSE), 3(3), 245-255. Widioko, T. (2021). Modified digital comics: an alternative way for enhancing students narrative text writing ability. International Journal of Research and Review, 8(12), 344–355. Williams, C., & Beam, S. (2019). Technology and writing: Review of research. Computers & Education, 128, 227–242.
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spelling	Castellanos Jaimes, JudithJaramillo Díaz, Luis FelipeFajardo Zorro, Maria JoséKaptevskaia, Tatiana2025-05-13T19:32:35Z2025-05-13T19:32:35Z2025-05https://hdl.handle.net/20.500.12495/14320instname:Universidad El Bosquereponame:Repositorio Institucional Universidad El Bosquerepourl:https://repositorio.unbosque.edu.coEl propósito de esta investigación-acción es explorar cómo la narración digital basada en cómics puede mejorar las habilidades de escritura creativa de estudiantes de quinto grado en una escuela rural colombiana. Para realizar este estudio, aplicamos un enfoque de investigación cualitativa utilizando métodos no observacionales, como artefactos, muestras de escritura de estudiantes y entrevistas. El material educativo fue diseñado utilizando el sitio web de Google para crear cómics digitales, respaldado por herramientas de asistente de escritura de inteligencia artificial y andamiajes para satisfacer las necesidades de los estudiantes y desarrollar habilidades de alfabetización digital en el aula de inglés. Los hallazgos mostraron mejoras en varios aspectos de la escritura creativa de los estudiantes. Los estudiantes demostraron una mayor creatividad, coherencia y claridad en su escritura, menos errores ortográficos y vocabulario ampliado. Sin embargo, la precisión gramatical, especialmente inconsistencia en los tiempos, no mejoró. Fomentar la libre expresión aumentó la participación, el interés y la motivación de los estudiantes. Esto generalmente promovió una actitud positiva y motivación hacia la redacción de textos. Con más tiempo y enfoque en áreas específicas del idioma, este material también podría conducir a habilidades gramaticales más sólidas e incluso a un mayor crecimiento creativo.PregradoLicenciado en Bilingüismo con Énfasis en la Enseñanza del InglésThe purpose of this action research is to explore how digital comic-based storytelling can enhance the creative writing skills of fifth-grade students in a rural Colombian school. A qualitative approach was used, relying on non-observational methods with such instruments as writing samples, artifacts, and interview questions. The educational material was designed using Google's website to create digital comics, supported by artificial intelligence writing assistant tools and scaffolds to meet the needs of students and to develop digital literacy skills in the English classroom. Findings showed improvement in several aspects of students' creative writing. Students demonstrated enhanced creativity, coherence, and clarity in their writing, fewer spelling errors, and expanded vocabulary. However, grammatical accuracy, especially tense inconsistency, did not improve. Encouraging free expression increased student engagement, interest, and motivation. This generally promoted a positive attitude and motivation towards writing texts. With more time and focus on specific language areas, this material could also lead to stronger grammar skills and even greater creative growth.application/pdfspaengAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/Acceso abiertohttps://purl.org/coar/access_right/c_abf2http://purl.org/coar/access_right/c_abf2Cómic digitalNarración de cuentosHerramientas de asistente de escritura de inteligencia artificialEscritura creativaInglés como lengua extranjeraMaterial educativo370.1175Digital comicStorytellingArtificial intelligence writing assistant toolsCreative writingEnglish as a foreign language (EFL)Educational materialUso de la narración digital basada en cómics para mejorar la escritura creativa en aulas de inglésUsing Digital Comic-Based Storytelling to Enhance Creative Writing in EFL classroomsLicenciatura en Bilingüismo con Énfasis en la Enseñanza del InglésUniversidad El BosqueFacultad de EducaciónTesis/Trabajo de grado - Monografía - Pregradohttps://purl.org/coar/resource_type/c_7a1fhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesishttps://purl.org/coar/version/c_ab4af688f83e57aaAlmashy, A., Ahmed, A. S. M. M., Jamshed, M., Ansari, M. S., Banu, S., & Warda, W. U. (2024). Analyzing the Impact of CALL Tools on English Learners' Writing Skills: A Comparative Study of Errors Correction. World Journal of English Language, 14(6).Babaee, R. (2015). Interview with Alan Maley on teaching and learning creative writing. International Journal of Comparative Literature and Translation Studies, 3(3), 77–81.Bitz, M. (2008). A rare bridge: The Comic Book Project connects learning with life. Teachers & Writers, 39(4), 3–10. https://teachersandwritersmagazine.org/wp-content/uploads/2023/02/A-Rare-Bridge.pdfBoström, P. K. (2019). In search of themes–keys to teaching qualitative analysis in higher education. The Qualitative Report, 24(5), 1001-1011.Bowkett, S., & Hitchman, T. (2012). Using comic art to improve speaking, reading and writing. Routledge.Brown, C. (2023). The Benefits of Using Comics in the Classroom.Burns, A. (2019). Action research in English language teaching: Contributions and recent developments. Second handbook of English language teaching, 991–1005.Cabrera-Solano, P., Gonzalez-Torres, P., & Ochoa-Cueva, C. (2021). Using Pixton for teaching EFL writing in higher education during the COVID-19 pandemic. International Journal of Learning, Teaching and Educational Research, 20(9), 102-115.Çiçolar, R., & Bulut, B. (2025). The Effect of the use of Educational Digital Comics in Primary School Fourth Grade Turkish Course on Students’ Writing Skills and Self-Efficiency. Türk Akademik Yayınlar Dergisi (TAY Journal), 9(1), 68–96.Dawson, P. (2004). Creative writing and the new humanities. Routledge.David-West, A. (2012). Sequential Art and Sentence Construction: Wordless Comics in an EFL Context. Mulberry/愛知県立大学外国語学部英米学科編, (61), 141–158.Gómez-Rodríguez, L. F. (2010). English textbooks for teaching and learning English as a foreign language: do they really help to develop communicative competence?. Educación y Educadores, 13(3), 327–346.EdComix Project. (2020). EdComix: Comics as a pedagogical tool. Erasmus+. https://ec.europa.eu/programmes/erasmus-plus/project-result-content/cdc03056-7734-4591-ada9-ce9908e3cd0e/Guide_EN.pdfHulstijn, J. H., & Laufer, B. (2001). Some empirical evidence for the involvement load hypothesis in vocabulary acquisition. Language learning, 51(3), 539-558.Hyland, K. (2019). Second language writing. Cambridge University Press.Klaehn, J. (2021). Mike Richardson Interview. Journal of Graphic Novels and Comics, 12(5), 1207–1211.Kumar, T. (2020). Approaches in Teaching Writing Skills with Creative Writing: A TESOL Study for Indian Learners. TESOL International Journal, 15(5), 78–98.Laiche, S., & Nemouchi, A. (2021). The Impact of Google Translate on EFL Learners’ Writing Performance. في الترجمة, 8(1), 412-429.‎Lang, A. (2015). Comic strips in the English classroom.Lightbown, Patsy M., and Nina Spada. How languages are learned 5th Edition. Oxford university press, 2006.Listyani, L. (2019). The Use of a Visual Image to Promote Narrative Writing Ability and Creativity. Eurasian Journal of Educational Research, 80, 193-223.Maley, A. (2009). Creative writing for language learners (and teachers). Teaching English—British Council & BBC. https://www.teachingenglish.org.uk/professional-development/teachers/understanding-learners/articles/creative-writing-languageManning-Lewis, T. (2019). I hate writing: Making a case for the creation of graphic novels in the Caribbean English classroom to develop students’ creative writing skills. Changing English, 26(4), 392-404.Martin, A. (2006). A European framework for digital literacy. Nordic Journal of Digital Literacy, 1, 151-161.Megawati, F., & Anugerahwati, M. (2012). Comic strips: A study on the teaching of writing narrative texts to Indonesian EFL students. Teflin Journal, 23(2), 183.Ministerio de Educación Nacional. (((2006). Estándares básicos de competencias.https://www.mineducacion.gov.co/1621/articles-340021_recurso_1.pdfMulyana, N. Exploring the Use of Artificial Intelligence as Writing Assistant in EFL Classroom: A Systematic Literature Review.Murugiah, Mohana Ram. "Improving the 5th formers’ continuous writing skills through the creative writing module." Advances in Language and Literary Studies 4.2 (2013): 7-12Nassaji, H. (2020). Good qualitative research. Language Teaching Research, 24(4), 427–431.Nunan, D. (1991). Language teaching methodology: A textbook for teachers. Pretence Hall International.O’Rourke, M. 2005. “Multiliteracies for 21st Century Schools.” ANSN 2: 1–12Pawliczak, J. (2015). Creative writing as a best way to improve writing skills of students. Sino-US English Teaching, 12(5), 347–352.Ramos Holguín, B., & Aguirre Morales, J. (2014). Materials Development in the Colombian Context: Some Considerations about Its Benefits and Challenges. How, 21(2), 134–150.Rayo, D. S. (2015). Writing Narratives with the Aid of Picture Stories. The University of Western Ontario (Canada).Read, C. (2015). Seven pillars of creativity in primary ELT. Creativity in the English language classroom, 29-36.Richards, J. C., & Renandya, W. A. (Eds.). (2002). Methodology in language teaching: An anthology of current practice. Cambridge University Press.Rosenberg, M. (2015). The learner as a creativity resource. Creativity in the English Language Classroom, 123.Sabin, R. (2013). Adult comics. Routledge.Sciamarelli, M. (2015). Teaching children with mascot-inspired projects. Creativity in the English language classroom, 104.Setiawan, F., & Alkhowarizmi, A. (2025). Exploring an Artificial Intelligence as Automated Feedback Program in EFL Writing. ETERNAL (English Teaching Journal), 16(1), 202-224.Wang, L. (2019). Rethinking the significance of creative writing: A neglected art form behind the language learning curriculum.Wahyudin, A. Y. (2019). E-COMICS IN TEACHING: USING COMIC STRIP CREATORS TO ENHANCE JUNIOR HIGH SCHOOL STUDENTS’WRITING ABILITY. 16 November 2019, Bandar Lampung, Indonesia i.Weigle, S. C. (2002). Assessing writing. Cambridge University Press.Widiarti, Y. (2024). Canva and Comic Strips: Facilitate on Teaching Writing Instruction. International Journal of Contemporary Studies in Education (IJ-CSE), 3(3), 245-255.Widioko, T. (2021). Modified digital comics: an alternative way for enhancing students narrative text writing ability. International Journal of Research and Review, 8(12), 344–355.Williams, C., & Beam, S. (2019). Technology and writing: Review of research. 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Uso de la narración digital basada en cómics para mejorar la escritura creativa en aulas de inglés

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