Strategic self-regulation in the written composition of argumentative texts. Case: Liceo Bolivariano “Guillermo Cuartín”, Falcón state, Venezuela

Abstract

The paper disclose the results of a research whose objective was to determine the effectiveness of self-regulation in the process of written composition of argumentative texts in secondary school students Liceo Bolivariano “Guillermo Cuartín”, Falcón state, Venezuela. Methodologically, it represents an explanatory study under a quasi-experimental design. In the pretest phase, a questionnaire was applied, associated with the strategic written composition process, which explored the initial level of the sample; Then, they had to write an argumentative text, which was evaluated through a matrix of textual aspects. The sample consisted of twenty-five (25) students, aged between fourteen (14) and sixteen (16) years old, drawn from a conglomerate of seventy-five (75) schoolchildren. The analysis of the information proved, in terms of the written composition process, that the students did not fully apply the cognitive skills underlying this process, while the writing perceived it as a scholarized event, whose recipient was always the teacher.