Conclusions

November, 2009

Based on the main findings of this study I can conclude that students showed a progressive improvement in their short story writing process evidenced in the evaluation done to each one of the instruments filed in their e-portfolios.

1. It is interesting to highlight that not all of the students participated in the same way within their groups.The role dominance of a student in each group was clearly evidenced due to the fact that the teacher-researcher did not assign specific roles to each student.

2. Students’ role transcends to a more active learning dimension. They evolved from a passive to a self-directed role which enabled them to become planners, builders and reviewers of their own short story writing process. These roles helped them to reflect upon their own learning process and become better decision makers and critical thinkers.

3.In spite of the problems caused by the lack of technological resources in the school, the three roles above mentioned were evidenced during the improvement of their short story writing process throughout the different writing stages, and throughout the use of the E-portfolio dossier. This tool allowed them to be aware of their progress over a period of time.

4.The two assessed instruments involved lots of planning and effort. The use of rubrics and the correction symbol chart was functional because students could find support to review their drafts, reflect upon their mistakes and self-correct them before writing the final version of their stories.

5.It was evidenced that the Langauge resource Center has to be optimized in order to develop better teaching and learning processes in the English class.The school needs a place where students can develop their learning process in a self-directed form and can take advantage of the technological advances.