<?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>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582022000100196</article-id>
<article-id pub-id-type="doi">10.15359/ree.26-1.11</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Developing academic writing skills in EFL university students through haiku composition]]></article-title>
<article-title xml:lang="es"><![CDATA[El desarrollo de destrezas de escritura académica en estudiantado universitario de inglés a través de la composición de haikus]]></article-title>
<article-title xml:lang="pt"><![CDATA[O desenvolvimento de habilidades de redação acadêmica entre estudantes universitários de inglês através da composição de haikus]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santillán-Iñiguez]]></surname>
<given-names><![CDATA[Juan José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodas-Pacheco]]></surname>
<given-names><![CDATA[Fabián Darío]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Cuenca  ]]></institution>
<addr-line><![CDATA[Cuenca ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Cuenca  ]]></institution>
<addr-line><![CDATA[Cuenca ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<volume>26</volume>
<numero>1</numero>
<fpage>196</fpage>
<lpage>212</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582022000100196&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582022000100196&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582022000100196&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Background. Although there is empirical evidence to support the inclusion of poetry in the EFL classroom, the medium is rarely encountered in language learning environments.  Aims.  This study aimed to determine the influence of haiku composition tasks on developing academic writing skills of a group of TEFL majors at an Ecuadorian university.  Method.  The study was part of a larger research project (originally presented as a Master&#8217;s degree dissertation), developed under a mixed-method approach. This article reports the quantitative findings of the statistical analysis of results of two essay-based tests, administered before and after a six-week treatment that promoted haiku composition practices.  Results.  The findings determine a positive influence of haiku composition on the development of the academic writing skills of the participants in the study.  Discussion.  The main benefits of haiku composition in terms of academic writing skill development relate to the vocabulary enrichment and enhancement of linguistic competence, audience awareness, and writing process consciousness. These benefits are linked to the formal meter and reader-centeredness nature of haiku. The results encourage the inclusion of poetry-based creative writing tasks in EFL contexts; the evidence suggests that these activities are feasible and beneficial for motivated learners, particularly when framed within a student-centered process.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción . A pesar de la existencia de evidencia empírica para apoyar la inclusión de la poesía en el aula de inglés como lengua extranjera, el medio es raramente incluido en estos contextos de aprendizaje.  Objetivo. El objetivo de la presente investigación fue determinar la influencia de la composición de haiku en el desarrollo de las destrezas de escritura académica de un grupo de treinta estudiantes de la Carrera de Lengua y Literatura Inglesa de una universidad ecuatoriana.  Metodología. Este estudio fue parte de un proyecto más amplio (originalmente presentado como tesis de maestría), desarrollado mediante un enfoque de métodos mixtos. Este artículo reporta los resultados cuantitativos del análisis estadístico de los resultados de pruebas escritas, basadas en ensayos, que fueron aplicadas antes y después de una intervención de seis semanas, en las que la composición de haiku fue fomentada.  Resultados. Los resultados el estudio demuestran que la composición de haiku tuvo un efecto beneficioso en el desarrollo de las destrezas de escritura académica del estudiantado participante del estudio.  Discusión. Los principales beneficios de la composición de haiku con respecto al desarrollo de destrezas de escritura académica se relacionan con la adquisición de vocabulario y la mejora de la competencia lingüística y la conciencia de la audiencia y el proceso de escritura. Estos beneficios están conectados a la métrica y enfoque al público lector de los haiku. Los resultados motivan la inclusión de actividades de escritura creativa basadas en la poesía en los contextos de la enseñanza del inglés; la evidencia sugiere que estas actividades son posibles y favorables para estudiantado motivado, particularmente, cuando se enmarcan en un proceso centrado en su accionar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução.  Embora exista evidência empírica para apoiar a inclusão da poesia na sala de aula de inglês como língua estrangeira, raramente este meio é encontrado nos ambientes de aprendizado de idiomas.  Objetivo.  O objetivo deste estudo foi determinar a influência das tarefas de composição do haiku no desenvolvimento das habilidades de redação acadêmica de um grupo de trinta estudantes da carreira de Língua e literatura inglesa de uma universidade equatoriana.  Metodologia. O estudo fez parte de um projeto de pesquisa maior (apresentado originalmente como uma dissertação de mestrado), desenvolvido sob uma abordagem de métodos mistos. Este artigo apresenta os resultados quantitativos da análise estatística dos resultados de dois testes baseados em ensaios, administrados antes e após um trabalho de seis semanas, onde foi promovida as práticas de composição do haiku.  Resultados.  Os resultados determinam uma influência positiva da composição do haiku no desenvolvimento das habilidades de escrita acadêmica dos participantes do estudo.  Debate. Os principais benefícios da composição do haiku em termos de desenvolvimento de habilidades de escrita acadêmica estão relacionados ao enriquecimento do vocabulário e aprimoramento da competência linguística, conscientização do público e do processo de escrita. Esses benefícios estão ligados à métrica e a centralização no leitor do haiku. Os resultados motivam a inclusão de atividades de escrita criativa com base na poesia em contextos de ensino de inglês; as evidências sugerem que essas atividades são possíveis e favoráveis para estudantes motivados, especialmente dentro de uma perspectiva centrado na sua ação.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Haiku composition]]></kwd>
<kwd lng="en"><![CDATA[academic writing skills]]></kwd>
<kwd lng="en"><![CDATA[EFL learners]]></kwd>
<kwd lng="es"><![CDATA[Composición de haiku]]></kwd>
<kwd lng="es"><![CDATA[destrezas de escritura académica]]></kwd>
<kwd lng="es"><![CDATA[estudiantes de inglés como lengua extranjera]]></kwd>
<kwd lng="pt"><![CDATA[Composição do haiku]]></kwd>
<kwd lng="pt"><![CDATA[habilidades de redação acadêmica]]></kwd>
<kwd lng="pt"><![CDATA[estudantes de inglês como língua estrangeira]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bloemert]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Paran]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Jansen]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[van de Grift]]></surname>
<given-names><![CDATA[W.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Students&#8217; perspective on the benefits of EFL literature education]]></article-title>
<source><![CDATA[The Language Learning Journal]]></source>
<year>2019</year>
<volume>47</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>371-84</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Chamcharatsri]]></surname>
<given-names><![CDATA[P. B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Poetry writing to express love in Thai and in English: A second language (L2) writing perspective]]></article-title>
<source><![CDATA[International Journal of Innovation in English Language]]></source>
<year>2013</year>
<volume>2</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>141-57</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fareed]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Ashraf]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Bilal]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[ESL learners&#8217; writing skills: Problems, factors and suggestions]]></article-title>
<source><![CDATA[Journal of Education &amp; Social Sciences]]></source>
<year>2016</year>
<volume>4</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>83-94</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Golkova]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Hubackovab]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Productive skills in second language learning]]></article-title>
<source><![CDATA[Procedia - Social and Behavioral Sciences]]></source>
<year>2014</year>
<volume>143</volume>
<page-range>477-81</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hall]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<source><![CDATA[Literature in language education]]></source>
<year>2005</year>
<publisher-name><![CDATA[Palgrave Macmillan]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hanauer]]></surname>
<given-names><![CDATA[D. I.]]></given-names>
</name>
</person-group>
<source><![CDATA[Poetry as research: Exploring second language poetry writing]]></source>
<year>2010</year>
<publisher-name><![CDATA[John Benjamins]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hanauer]]></surname>
<given-names><![CDATA[D. I.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Meaningful literacy: Writing poetry in the language classroom]]></article-title>
<source><![CDATA[Language Teaching]]></source>
<year>2012</year>
<volume>45</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>105-15</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Harmer]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[How to teach english]]></source>
<year>2010</year>
<publisher-name><![CDATA[Pearson]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hi&#351;mano&#287;lu]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teaching English through literature]]></article-title>
<source><![CDATA[Journal of Language and Linguistic Studies]]></source>
<year>2005</year>
<volume>1</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>53-66</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Etikan]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Abubakar Musa]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Sunusi Alkassim]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Comparison of convenience sampling and purposive sampling]]></article-title>
<source><![CDATA[American Journal of Theoretical and Applied Statistics]]></source>
<year>2016</year>
<volume>5</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-4</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Iida]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Developing voice by composing Haiku: A social-expressivist approach for teaching haiku writing in EFL contexts]]></article-title>
<source><![CDATA[English Teaching Forum]]></source>
<year>2010</year>
<volume>48</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>28-34</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Iida]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Revisiting Haiku: The contribution of composing haiku to L2 academic literacy development]]></source>
<year>2011</year>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Iida]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Writing haiku in a second language: Perceptions, attitude, and emotions of second language learners]]></article-title>
<source><![CDATA[Sino-US English Teaching]]></source>
<year>2012</year>
<volume>9</volume>
<numero>9</numero>
<issue>9</issue>
<page-range>1472-85</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Iida]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Poetic identity in second language writing: Exploring an EFL learner&#8217;s study abroad experience]]></article-title>
<source><![CDATA[Eurasian Journal of Applied Linguistics]]></source>
<year>2016</year>
<volume>2</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-14</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Khatib]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A new approach to teaching English poetry to EFL students]]></article-title>
<source><![CDATA[Journal of Language Teaching and Research]]></source>
<year>2011</year>
<volume>2</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>164-9</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[K&#305;rkgöz]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Using poetry as a model for creating English poems]]></article-title>
<source><![CDATA[Journal of Language and Linguistic Studies]]></source>
<year>2008</year>
<volume>4</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>94-106</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kong]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[On the effectiveness of applying English poetry to extensive reading teaching]]></article-title>
<source><![CDATA[Journal of Language Teaching and Research]]></source>
<year>2010</year>
<volume>1</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>918-21</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Larsen-Freeman]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Anderson]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Techniques &amp; principles in language teaching]]></source>
<year>2011</year>
<edition>3</edition>
<publisher-name><![CDATA[Oxford University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lazar]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<source><![CDATA[Literature and language teaching: A guide for teachers and trainers]]></source>
<year>1993</year>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Liao]]></surname>
<given-names><![CDATA[F. Y.]]></given-names>
</name>
</person-group>
<source><![CDATA[ESL students&#8217; writing experiences and perceived poetry writing ability]]></source>
<year>2012</year>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lim]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Developing and validating a mark scheme for writing]]></article-title>
<source><![CDATA[Research Notes]]></source>
<year>2012</year>
<numero>49</numero>
<issue>49</issue>
<page-range>6-10</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mackay]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Literature in the ESL classroom]]></article-title>
<source><![CDATA[TESOL Quarterly]]></source>
<year>1982</year>
<volume>16</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>529-6</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Nation]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teaching vocabulary]]></article-title>
<source><![CDATA[The Asian EFL Journal]]></source>
<year>2005</year>
<volume>7</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>47-54</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Nkwetisama]]></surname>
<given-names><![CDATA[C. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Literature and TEFL: Towards the reintroduction of literatures in English in the francophone secondary school curriculum in Cameroon]]></article-title>
<source><![CDATA[International Journal of Applied Linguistics &amp; English Literature]]></source>
<year>2013</year>
<volume>2</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>169-78</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Panavelil]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teaching poetry in an EFL/ESL class: An integrative and communicative approach ELT Voices India: International]]></article-title>
<source><![CDATA[Journal for Teachers of English]]></source>
<year>2011</year>
<volume>1</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>11-20</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Paran]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The role of literature in instructed foreign language learning and teaching: An evidence-based survey]]></article-title>
<source><![CDATA[Language Teaching]]></source>
<year>2008</year>
<volume>41</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>465-96</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pushpa]]></surname>
<given-names><![CDATA[V. K.]]></given-names>
</name>
<name>
<surname><![CDATA[Savaedi]]></surname>
<given-names><![CDATA[S. Y.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teaching poetry in autonomous ELT classes]]></article-title>
<source><![CDATA[Procedia - Social and Behavioral Sciences]]></source>
<year>2014</year>
<volume>98</volume>
<page-range>1919-25</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sajid]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Siddiqui]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Lack of academic writing skills in english language at higher education level in Pakistan: Causes, effects and remedies]]></article-title>
<source><![CDATA[International Journal of Language and Linguistics]]></source>
<year>2015</year>
<volume>2</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>174-86</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Santillán Iñiguez]]></surname>
<given-names><![CDATA[J. J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Haiku composition and the development of academic writing skills]]></source>
<year>2018</year>
<publisher-name><![CDATA[Universidad Técnica de Ambato]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Scrivener]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Learning teaching: The essential guide to english language teaching]]></source>
<year>2011</year>
<edition>3</edition>
<publisher-name><![CDATA[Macmillan]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Spack]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Literature, reading, writing, and ESL: Bridging the gaps]]></article-title>
<source><![CDATA[TESOL Quarterly]]></source>
<year>1985</year>
<volume>19</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>703-25</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
