Improving English writing skills using social support slogans

Vladimir Román Gutiérrez Huancayo

Abstract


This research aims to study English writing competencies in 88 students enrolled in three professional programs production mechanics, automotive mechanics, and electrical engineering from a public technological institute in Peru, after implementing a program of social support slogans. This research adopted a mixed-method design with the quantitative stage divided into three parts. The first stage determined the differences in English writing competences between the three student groups assigned based on their professional programs, and the second stage was to understand how these study groups differ according to their elements of divergent thinking. Finally, the last quantitative stage validated a model considering two constructs: program benefits (PB) and type of posters (KP). Meanwhile, the qualitative data was obtained using an open-ended survey distributed to these students. The results show that the medians are not statistically significant for writing competencies, based on the Kruskal-Wallis test (sig. 0.200). Second, the clustering results highlighted the originality, although three different conglomerates were formed. Third, an acceptable factorial structure was achieved for the proposed fit model (RMSEA 0.045; CFI 0.968; and TLI 0.957). Likewise, the data from the open-ended questionnaire was coded into writing improvement, social dimension and innovative activity. They valued the poster project for improving English writing while applying knowledge to issues such as workplace safety and energy saving. They also emphasized its innovative and creative nature. Poster design encouraged greater reading and analysis of English texts, supporting better writing, with outcomes linked to poster types: emotional, informational, companionship, or tangible.

Keywords


Creative posters, social support, writing skills.

Full Text:

PDF

References


Alidosti, N., & Alirezaie, A. (2016). Activity of the Banks to Adopt Appropriate Measures to Realize the Slogan of “Government and People, Empathy and Sympathy” in 2015.

Alnajjar, K., & Toivonen, H. (2021). Computational generation of slogans. Natural Language Engineering, 27(5), 575-607. https://doi.org/10.1017/S1351324920000236

Bailey, J., Price, R., Esders, L., & McDonald, P. (2010). Daggy Shirts, Daggy Slogans? Marketing Unions to Young People. Journal of Industrial Relations, 52(1), 43–60. https://doi.org/10.1177/0022185609353984

Beauducel, A., & Wittmann, W. (2005). Simulation Study on Fit Indexes in CFA Based on Data With Slightly Distorted Simple Structure. Structural Equation Modeling-a Multidisciplinary Journal - STRUCT EQU MODELING, pp. 12, 41–75. https://doi.org/10.1207/s15328007sem1201_3

Calkins, L., & Ehrenworth, M. (2016). Growing Extraordinary Writers: Leadership Decisions to Raise the Level of Writing Across a School and a District. The Reading Teacher, 70(1), 7-18. https://doi.org/10.1002/trtr.1499

Clark, C., & Dugdale, G. (2009). Young People’s Writing: Attitudes, behavior and the role of technology.

Demaria, F., Schneider, F., Sekulova, F., & Martinez-Alier, J. (2013). What is Degrowth? From an Activist Slogan to a Social Movement. Environmental Values, 22(2), 191-215. https://doi.org/10.3197/096327113X13581561725194

Gatti, L., Ozbal, G., Guerini, M., Stock, O., & Strapparava, C. (s. f.). Slogans Are Not Forever: Adapting Linguistic Expressions to the News.

Harasimczuk, J., Maliszewski, N. E., Olejniczak-Serowiec, A., & Tarnowski, A. (2021). Are longer advertising slogans more dangerous? The influence of the length of ad slogans on drivers’ attention and motor behavior. Current Psychology, 40(1), 429-441. https://doi.org/10.1007/s12144-018-9955-y

Jensen, P. E. (2005). A contextual theory of learning and the learning organization. Knowledge and Process Management, 12(1), 53-64. https://doi.org/10.1002/kpm.217

Kinnear, B., Martini, A., Varpio, L., Driessen, E. W., & Schumacher, D. J. (2024). How do validity experts conceptualize argumentation? It’s a rhetorical question. Medical Education, 58(8), 989-997. https://doi.org/10.1111/medu.15311

Ma, H., Smith, C. E., He, L., Narayanan, S., Giaquinto, R. A., Evans, R., Hanson, L., & Yarosh, S. (2017). Write for Life: Persisting in Online Health Communities through Expressive Writing and Social Support. Proceedings of the ACM on Human-Computer Interaction, 1(CSCW), pp. 1-24. https://doi.org/10.1145/3134708

Nelan, M. M., Zavar, E., & Saltzgiver, M. (2024). #[Community]strong: How commemorative slogans emerge following crises. GeoJournal, 89(2), 56. https://doi.org/10.1007/s10708-024-11046-1

Pobela, R., Muntuuntu, M., & Posumah, J. (2019). A Semantical Analysis on Slogan. 4(02).

Popkewitz, T. (1980). Global Education as a Slogan System Author(s): Thomas.

Rinkinen, J. (2013). Electricity blackouts and hybrid systems of provision: Users and the ‘reflective practice’. Energy, Sustainability and Society, 3(1), 25. https://doi.org/10.1186/2192-0567-3-25

Rizal, I. N., Sumardiyani, L., & Lestari, M. Y. W. (2022). An Analysis of Phrases in Technology Brands Slogan and its Contribution in Teaching English Grammar. Allure Journal, 2(2), 105-113. https://doi.org/10.26877/allure.v2i2.11689

Rudolph, J. L. (2024). Scientific literacy: Its real origin story and functional role in American education. Journal of Research in Science Teaching, 61(3), 519-532. https://doi.org/10.1002/tea.21890

Runco, M. (2004). Creativity. Annual review of psychology, pp. 55, 657–687. https://doi.org/10.1146/annurev.psych.55.090902.141502

Rybaczewska, M., Jirapathomsakul, S., Liu, Y., Chow, W. T., Nguyen, M. T., & Sparks, L. (2020). Slogans, brands and purchase behavior of students. Young Consumers, 21(3), 305-317. https://doi.org/10.1108/YC-07-2019-1020

Salomon, J. A., Hogan, D. R., Stover, J., Stanecki, K. A., Walker, N., Ghys, P. D., & Schwartländer, B. (2005). Integrating HIV Prevention and Treatment: From Slogans to Impact. PLoS Medicine, 2(1), e16. https://doi.org/10.1371/journal.pmed.0020016

Sherbourne, C. D., & Stewart, A. L. (1991). The MOS social support survey. Social Science & Medicine, 32(6), 705-714. https://doi.org/10.1016/0277-9536(91)90150-B

Silvia, P., Winterstein, B., Willse, J., Barona, C., Cram, J., Hess, K., Martinez, J., & Richard, C. (2008). Assessing Creativity With Divergent Thinking Tasks: Exploring the Reliability and Validity of New Subjective Scoring Methods. Psychology of Aesthetics, Creativity, and the Arts, 2, 68-85. https://doi.org/10.1037/1931-3896.2.2.68

Smith, A., & Higgins, M. (2022). Mask communication: The development of the face covering as a semiotic resource through government public health posters in England and Wales. Discourse, Context & Media, p. 50, 100651. https://doi.org/10.1016/j.dcm.2022.100651

Threeton, M. D. (2016). “Safety First” Just a Slogan? Online Journal for Workforce Education and Development, 9(1), 1.

Van De Velde, C. (2022). The power of slogans: Using protest writings in social movement research. Social Movement Studies, 1-20. https://doi.org/10.1080/14742837.2022.2084065

Zenklová, P., & Huschová, M. P. (2007). Stylistic Features of the English Language in Advertising.

Zhu, K., & Xie, M. (2011). A Comparative Study of the World Environment Day Theme Slogans and Chinese Environmental Protection Slogans. Asian Social Science, 7(8), p219. https://doi.org/10.5539/ass.v7n8p219




DOI: https://doi.org/10.24815/siele.v12i3.40766

Article Metrics

Abstract view : 0 times
PDF - 0 times

Refbacks

  • There are currently no refbacks.


Print ISSN: 2355-2794, Online ISSN: 2461-0275

This work is licensed under a Creative Commons Attribution 4.0 International License.


View Journal Stats