Written competence and learning English as a foreign language

The development of written proficiency within the academic planning of an educational process that includes the acquisition of a second language, such as English, should represent a significant point. This is because the development of this proficiency measures the progress of the educational process, even considering that its antagonist, oral proficiency, depends on its proper progress in order to develop assertively. With this premise, we understand that writing allows students to communicate effectively and assertively, as well as to cultivate essential skills throughout the language learning process. This research was conducted over two weeks during the current academic year. A mixed methodology used, incorporating quantitative premises and implementing a descriptive-research approach. The data collection instruments included an observation form for 62 students at the Universidad Laica Eloy Alfaro (ULEAM), interviews with expert educators from the same university, and, finally, a test administered to measure the written proficiency levels of the students observed during the application of the research instruments. The field research was designed to analyze the development of written proficiency in a group of students from the observed sample. It concluded that, to optimize this skill, it is essential to implement strategies such as the use of contextualized examples, constructive feedback, and the integration of discourse markers, as well as pedagogical strategies through web applications.