<?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>1409-4703</journal-id>
<journal-title><![CDATA[Actualidades Investigativas en Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Actual. Investig. Educ]]></abbrev-journal-title>
<issn>1409-4703</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigación en Educación, Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-47032020000200410</article-id>
<article-id pub-id-type="doi">10.15517/aie.v20i2.41669</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Consciousness-raising tasks for the mediation of text structure, cohesion, and coherence in essay writing]]></article-title>
<article-title xml:lang="es"><![CDATA[Actividades de concientización para la mediación de estructura de texto, cohesión, y coherencia en la escritura de ensayos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rojas Vargas]]></surname>
<given-names><![CDATA[Ana Lucía]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Solano Quesada]]></surname>
<given-names><![CDATA[Ana Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vargas Vásquez]]></surname>
<given-names><![CDATA[José Miguel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jiménez Rojas]]></surname>
<given-names><![CDATA[Alex]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Advance Academy  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Green Valley Atenas School  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Costa Rica Sede de Occidente ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Asesor independiente  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2020</year>
</pub-date>
<volume>20</volume>
<numero>2</numero>
<fpage>410</fpage>
<lpage>440</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032020000200410&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032020000200410&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032020000200410&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Several studies have demonstrated the positive impact of Consciousness-Raising tasks (CRTs) on the teaching of grammar, especially in foreign or second language learning. However, few studies have examined their effectiveness for the development of writing skills. With this in mind, the goal of this project is to explore the impact of CRTs on three aspects of writing in expository essays: text structure, cohesion, and coherence. To accomplish this goal, the study followed a mixed-method approach with a component of Classroom Action Research. The study was conducted in an English as Foreign Language class with a group of 12 eleventh-grade students at the International Baccalaureate Program at Palmares Bilingual High school, in Alajuela, Costa Rica. The data consisted of two sets of essays, classroom observations, and questionnaires to the students and the cooperating teacher. After comparing results from the first and second essays, the most noticeable improvement in the students&#8217; writing was in text structure and cohesion, whereas coherence showed the lowest improvement. This points to a limitation of CRTs for addressing aspects of writing involving a larger number of rules and more abstract concepts, such as coherence, instead of a smaller number of rules, like cohesion. In conclusion, the authors suggest enquiring about the use of CRTs with simple topics involving decisions tied to explicit rules versus more complex topics involving abstract thinking and decisions not always linked to rules. Lastly, the authors recommend exploring strategies to make consciousness-raising a collaborative process as a way to mitigate task complexity.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Una gran cantidad de estudios han demostrado el impacto positivo de las Actividades de Concientización para la enseñanza de la gramática, especialmente en el aprendizaje de lenguas extranjeras o segundas lenguas. Sin embargo, pocos estudios han examinado su efectividad para el desarrollo de las habilidades de escritura. De ahí que, el objetivo de este artículo fue explorar el impacto de estas actividades en tres aspectos de escritura de ensayos expositivos: estructura del texto, cohesión, y coherencia de acuerdo con los resultados de un proyecto de investigación. Para lograr este objetivo, el estudio siguió un método mixto con un componente investigación acción en el aula. El estudio fue realizado en una clase de inglés como lengua extranjera con un grupo de 12 estudiantes de undécimo año en el Programa de Bachillerato Internacional en el Colegio Bilingüe de Palmares, en Alajuela, Costa Rica. Los datos consistieron en dos conjuntos de ensayos, observaciones de clase, y cuestionarios aplicados al estudiantado y al profesor colaborador. Después de comparar los resultados del primer y segundo ensayo, la mejoría más notable fue en la estructura del texto y en cohesión, mientras la coherencia mostró la mejoría más baja. Lo anterior apunta a una limitación de los CRTs (siglas en inglés) para abordar aspectos de escritura que involucran un mayor número de reglas y conceptos más abstractos, como coherencia, en lugar de un número menor de reglas, como cohesión. En conclusión, se sugiere indagar sobre el uso de los CRTs con temas simples que involucren decisiones vinculadas a reglas específicas versus temas más complejos que involucren pensamiento abstracto y decisiones no siempre vinculadas a reglas. Por último, se recomiendan explorar estrategias para hacer que la concienciación sea un proceso colaborativo como manera de mitigar la complejidad de la tarea.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[english]]></kwd>
<kwd lng="en"><![CDATA[consciousness-raising]]></kwd>
<kwd lng="en"><![CDATA[writing tasks]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[essays]]></kwd>
<kwd lng="es"><![CDATA[inglés]]></kwd>
<kwd lng="es"><![CDATA[actividades de concientización]]></kwd>
<kwd lng="es"><![CDATA[escritura]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="es"><![CDATA[ensayos.]]></kwd>
</kwd-group>
</article-meta>
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