DIDACTIC STRATEGIES TO IMPROVE WRITTEN PRODUCTION IN ENGLISH THROUGH TECHNOLOGIES AND AUTHENTIC TASKS

Abstract

This article documents a research study that analyzes the impact of various didactic strategies on improving written production in English, focusing on the use of educational technologies, peer correction, and authentic tasks. The study is based on a documentary methodology, reviewing previous studies and bibliographic resources on the teaching of English as a foreign language. A representative sample of academic sources was selected, addressing the implementation of technological tools and pedagogical techniques in the English classroom. The results show that combining educational technologies with authentic tasks is highly effective in improving the coherence and cohesion of students' written texts. Additionally, peer correction fosters autonomy and critical reflection, helping students identify and correct their own mistakes. However, some limitations were identified related to the lack of technological infrastructure and the need for further teacher training in the use of these tools. The conclusions emphasize the importance of designing dynamic pedagogical strategies that promote active and collaborative learning in the English classroom. Technologies, along with continuous interaction and the use of meaningful tasks, are essential for developing students communicative competencies, improving not only their written production but also their motivation and active participation in the learning process.