Pedagogical Narrative Strategies in the Teaching and Learning of Oral and Written Expression in High School Students

Abstract

The aim of this study was to propose a methodology based on pedagogical narratives to strengthen the learning of Oral and Written Expression in high school students from the Canton of Chone, Manabí – Ecuador. A mixed-methods approach was applied, combining qualitative and quantitative techniques. In the qualitative phase, a literature review was conducted using analytical and synthetic methods, along with interviews with teachers and observation checklists during Language and Literature activities. The quantitative component involved field research through inductive and deductive methods, using a questionnaire administered to students. The results revealed that the pedagogical narratives used in the classroom—rooted in oral and written lessons, topic-specific comprehension, initial planning, use of rubrics, grammar and spelling instruction, questionnaires, and academic reinforcement—enhanced students' communication skills. Additionally, the use of short films and literary documentaries as assessment tools contributed to improved academic performance. In conclusion, the implementation of pedagogical narratives in Language and Literature lessons had a positive impact on students’ oral and written communication, strengthening dialogic interaction during assessments and fostering critical thinking among high school learners.