This action research study aimed to support students writing process in the development of preproposals for Final Graduation Projects, a key requirement for the University Teaching degree at a major university in Costa Rica. The process involved students delimiting a research problem, conducting an initial literature review, and proposing a methodological approach. However, students struggled with converting their ideas into written form, resulting in a solitary and challenging process. To address this issue, three strategies were implemented: mandatory individual consultations with the professor, group conversations, and in-class writing groups.
The mandatory individual consultations provided personalized guidance and feedback, helping students clarify their ideas, structure their proposals, and receive expert advice. Group conversations facilitated peer interaction, collaborative learning, and collective brainstorming of research problems and methodological approaches. In-class writing groups aimed to be a space for students for accountability by focusing on small tasks to be accomplished during the writing session.
The results, obtained through a Likert scale and open-ended questions, indicated that the majority of students found the strategies beneficial in terms of clarifying their ideas and receiving feedback from both the professor and peers. However, students did mention that the limited amount of time dedicated to these activities was a disadvantage.
By incorporating these strategies, educators can empower and support students in effectively translating their ideas into well-structured, scholarly proposals. This approach not only improves research and writing skills but also facilitates the successful completion of Final Graduation Projects, thus enabling students to achieve their academic goals.

Authors:
Melania Piedra-Barrera, University of Costa Rica, Costa Rica

About the Presenter(s)
Dr Melania Piedra-Barrera is a University Professor/Principal Lecturer at University of Costa Rica in Costa Rica

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