Soria Naranjo, Angelli NataliGuerrero Segura, Rodrigo AntonioBonilla Tenesaca, Josué ReinaldoEgas Herrera, Diana Carolina2026-06-092026-06-092026-05-21Soria Naranjo, A. N., Guerrero Segura, R. A., Bonilla Tenesaca, J. R., & Egas Herrera, D. C. (2026). Aplicación 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/IB10ol444-4512550-674910.37611/IB10ol444-451https://dspace.ube.edu.ec/handle/123456789/3712Vol. 10 (2026)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.enhttp://purl.org/coar/access_right/c_abf2Scenario-Based Learningwriting, second language instructionlearning methodsknowledge managemenArticle