<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-4641</journal-id>
<journal-title><![CDATA[Colombian Applied Linguistics Journal]]></journal-title>
<abbrev-journal-title><![CDATA[Colomb. Appl. Linguist. J.]]></abbrev-journal-title>
<issn>0123-4641</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Ciencias y Educación de la Universidad Distrital, Bogotá Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-46412023000100017</article-id>
<article-id pub-id-type="doi">10.14483/22487085.18825</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Teacher-Made Materials Based on Meaningful Learning to Foster Writing Skills]]></article-title>
<article-title xml:lang="es"><![CDATA[Materiales de enseñanza diseñados por el docente con base en el aprendizaje significativo para el desarrollo de las habilidades de escritura]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mosquera Núñez]]></surname>
<given-names><![CDATA[Duván Andres]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de la Amazonía  ]]></institution>
<addr-line><![CDATA[Florencia Caquetá]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<volume>25</volume>
<numero>1</numero>
<fpage>17</fpage>
<lpage>30</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-46412023000100017&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-46412023000100017&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-46412023000100017&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This qualitative action research study examines how teacher-made materials can contribute to developing writing skills among tenth-grade students through meaningful learning. The study was conducted with 35 students at a state-funded school in Florencia, Caquetá, Colombia, and utilized students&#8217; artifacts, teachers&#8217; field notes, and a focus group interview as data collection tools. The findings evince the positive effects of implementing well-informed teacher-made materials based on a materials development (MD) framework in the classroom, as it contributes to developing learning activities and promotes language acquisition. The study also highlights that meaningful learning is achieved through contextualizing content, localizing, and personalizing experiences to engage students in the learning activities proposed in the workshop. The students involved in the study significantly improved their writing skills by scaffolding the construction of their texts through process-approach procedures and cooperative work. Finally, the study shows that exchanging feedback plays a crucial role in identifying the progress of student writing and serves as a source of learner-learner and teacher-learner interaction.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio de investigación-acción explora cómo los materiales de enseñanza diseñados por el docente con base en el aprendizaje significativo contribuyen al desarrollo de las habilidades de escritura en estudiantes de grado décimo. El estudio fue realizado con 35 estudiantes de una institución pública de la ciudad de Florencia, Caquetá, Colombia. Como instrumentos para recolectar la información se utilizaron materiales de los estudiantes, las notas de campo del profesor y una entrevista de grupo focal. Los resultados muestran que la implementación de materiales diseñados por el docente y fundamentados en un marco de referencia para el diseño de los mismos contribuye al desarrollo de las actividades de aprendizaje, y fomenta el aprendizaje y el uso del lenguaje. Adicionalmente, el estudio resalta que el aprendizaje significativo se logra al contextualizar el contenido de las clases, localizar y personalizan las experiencias de los estudiantes en las actividades de aprendizaje propuestas en el taller. De esta manera, es posible involucrar a los estudiantes en su desarrollo. Las habilidades de escritura de los estudiantes que participaron en el estudio mejoraron notoriamente a través de la construcción de textos mediante los estadios con enfoque de escritura por procesos y el trabajo cooperativo. Asimismo, se logró identificar que la realimentación entre estudiantes y entre el docente y los estudiantes ayuda a conocer el estado del progreso en sus escritos.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[materials development]]></kwd>
<kwd lng="en"><![CDATA[meaningful learning]]></kwd>
<kwd lng="en"><![CDATA[teacher-made materials]]></kwd>
<kwd lng="en"><![CDATA[writing skills]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje significativo]]></kwd>
<kwd lng="es"><![CDATA[desarrollo de materiales]]></kwd>
<kwd lng="es"><![CDATA[habilidades de escritura]]></kwd>
<kwd lng="es"><![CDATA[materiales diseñados por docentes]]></kwd>
</kwd-group>
</article-meta>
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