The literary cafe as a teaching strategy for the development of academic writing

Abstract

This research analyzes the impact of the literary café as an innovative teaching strategy to foster the development of academic writing among students in the Language and Literature Pedagogy program at the Technical University of Cotopaxi. The problem stems from the deficiencies in writing and reading comprehension skills faced by university students in the Latin American context, which hinder their academic performance and the production of quality academic texts. The main objective is to evaluate how the implementation of the literary café improves students' writing and discursive competencies, promoting metacognitive and creative skills. The research approach is quantitative, with a non-experimental, and correlational design. To this end, a sample of 10 students from the seventh and eighth grades was selected through purposive non-probability sampling. The technique used is a satisfaction survey, instrumented by a Likert-scale questionnaire, to analyze student experiences. The results show a positive and significant evaluation, with a Pearson correlation coefficient of r = 0.984, which validates the effectiveness of the literary café in enhancing participation, creativity, and the quality of academic writing. In conclusion, this strategy fosters a collaborative and motivating environment that contributes to improving language skills and promoting more active and contextual learning, enriching university education.