Teacher-Made Materials Based on Meaningful Learning to Foster Writing Skills.

This qualitative action research study explores the contribution of teacher-made materials based on meaningful learning to development tenth graders’ writing skills. It was carried out with 35 students at a state-funded school in Florencia - Caquetá, Colombia. The instruments used for data collection were students’ artifacts, teacher’s field notes, and focus group interview. findings evince that implementation well-informed Materials Development (MD) framework contributes activities fosters language use. Besides, occurs as result contextualizing content localizing personalizing experiences proposed workshop engage their completion. Moreover, skills enhance by scaffolding construction texts through process approach procedures cooperative work, underpinned activities. Finally, giving receiving feedback served source learner-learner teacher-learner identification state progress writings.