Applying the Scenario-based Learning (sbl) to Improve Writing Fluency in A2 Learners
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Date
2026-05-21
Journal Title
Journal ISSN
Volume Title
Publisher
Identidad Bolivariana
Abstract
This study examines the effectiveness of Scenario-Based Learning (SBL) as a pedagogical strategy to enhance writing fluency among A2-level English lear-ners at a public school in Riobamba, Ecuador. A mixed-methods approach was used, combining quantitative and qualitative instruments for comprehensive analysis. A quasi-experimental pretest-posttest design involved 35 seventh gra-ders attending 12 sessions over three weeks. Writing fluency was measured through rubric-based pre- and post-tests. A Likert-scale survey gathered lear-ners’ perceptions of SBL, while qualitative field notes documented participation, engagement, and progress. Methodological triangulation validated findings by comparing quantitative and qualitative data. Learners are expected to improve in writing fluency, especially in coherence and lexical diversity, and to express positive attitudes toward SBL.
Description
Vol. 10 (2026)
Keywords
Scenario-Based Learning, writing, second language instruction, learning methods, knowledge managemen
Citation
Soria Naranjo, A. N., Guerrero Segura, R. A., Bonilla Tenesaca, J. R., & Egas Herrera, D. C. (2026). AplicaciĂłn del Aprendizaje Basado en Escenarios para Mejorar la Fluidez Escrita en Estudiantes del Nivel A2. Identidad Bolivariana, 10, 444-451. https://doi.org/10.37611/IB10ol444-451