Strengthening written communicative competence in first year students of spanish teacher-training through a tutorial strategy among peers

Abstract

This article presents the results of a project implemented in the Spanish teacher training program of the Universidad Católica Silva Henríquez (UCHS). The objective of the investigation was to contribute to the development of disciplinar competences related to text production in first year students from the Oral and Written Expression course. Based on the concept of academic literacy, this was an action-research, which results show the impact of working on mentioned competences with peer-tutors, allowing students to advance significantly in terms of discourse competence and in the course’s overall performance.