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The Influence of Task-Based Learning (TBL) on the Oral Production of 6th graders
dc.contributor.advisor | Vela, Jonathan | |
dc.contributor.author | Montes Hurtado, Diego Fabián | |
dc.date.accessioned | 2022-07-19T14:48:56Z | |
dc.date.available | 2022-07-19T14:48:56Z | |
dc.date.issued | 2022-07-15 | |
dc.identifier.uri | https://repositorio.ucaldas.edu.co/handle/ucaldas/17838 | |
dc.description | Ilustraciones, gráficas | spa |
dc.description.abstract | spa: Este artículo informa sobre un estudio que analizó y examinó el impacto del aprendizaje basado en tareas en el desarrollo de la producción oral y el uso del inglés en clase. Eso propone que los estudiantes puedan mejorar su producción oral en el idioma de destino a través de la implementación de diferentes tareas reales y técnicas cooperativas para fomentar el inglés uso e interacción física después de un largo encierro. Esta investigación, cuyos participantes eran alumnos de sexto grado, se realizó en una escuela pública del departamento del Quindío. A Se implementó un enfoque cualitativo y un método de investigación acción para identificar los principales problemas en la clase de inglés y fueron resueltos a través del desarrollo de 3 etapas que incluían planificar, actuar, observar y reflexionar. Los instrumentos utilizados fueron una observación externa, una encuesta a los alumnos y un diario del docente. Además, un Se aplicó una rúbrica de evaluación después de cada taller para evaluar la producción oral. los Los resultados obtenidos en esta investigación fueron: (1) TBL aumenta notablemente la participación de estudiantes en la clase usando el idioma de destino. (2) El enfoque TBL fomenta la interacción estudiante-estudiante en el salón de clases utilizando el idioma de destino, empoderando a los estudiantes en el proceso de aprendizaje. (3) La estructura del enfoque TBL impulsa a los estudiantes a plantear su fluidez durante las clases. (4) Los talleres basados en tareas brindan a los estudiantes diferentes oportunidades para ampliar su vocabulario. (5) Secuencia de tareas y ciclo de tareas mejora la fluidez oral y la precisión de los estudiantes | spa |
dc.description.abstract | eng:This paper reports a study that analyzed and examined the impact of the TaskBased Learning on the development of oral production and English use in class. It proposes that students can improve their oral production in the target language through the implementation of different real tasks and cooperative techniques to foster English use and physical interaction after a long lockdown. This research, whose participants were sixth-graders, was conducted in a public school in the department of Quindío. A qualitative approach and an action research method were implemented to identify the main problems in the English class and were resolved through the development of 3 stages that included planning, acting, observing and reflecting. The instruments used were an external observation, a students´ survey and a teacher´s journal. In addition, an evaluation rubric was applied after every workshop to assess oral production. The results obtained in this research were: (1) TBL increases noticeably the participation of students in the class using the target language. (2) The TBL approach fosters studentstudent interaction in the classroom using the target language empowering the learners in the learning process. (3) The structure of the TBL approach triggers students to raise their fluency during the classes. (4) Task-Based workshops provide students with different opportunities to enlarge their vocabulary. (5) Task sequence and task cycle improves students´ oral fluency and accuracy. | eng |
dc.description.tableofcontents | Acknowledgments/Abstract/ Resumen /Introduction/Chapter I / Research Problem/ Rationale./ Description of the context and setting / Description of the problema/ Statement of the Problem/ Research Question/ Research Objectives/ Chapter II / Literature Review/ Task-Based Learning Approach/ Types of tasks/ Role of students/ Role of the teacher. / Influence Task-Based Learning on Oral Production 5 Oral production / Fluency / Accuracy / Related Studies / Chapter III / Methodological Design / Research Design / Research approach / Type of study / Participants / Students/ Teacher-researcher / Data gathering instruments / Students’ Artifacts/ Teacher’s Field Notes/ Survey/ CHAPTER IV / PHASES OF THE STUDY/ Diagnostic stage / Students´ Survey / Influence Task-Based Learning on Oral Production 6 Teacher´s Journal/ External observation instrument / Data Triangulation / Instructional Design / Pedagogical Intervention / Action Stage/ Description of stage one/ Description of stage two / Description of Stage Three/ Evaluation stage / Data triangulation/ Chapter V/ Findings / Appropriateness of TBL/ Students´ Oral Production / Effect of TBL on Fluency and Accuracy / Chapter V./ Conclusions and Pedagogical Implications, Limitations, and Questions for Further Research / Conclusions / Influence Task-Based Learning on Oral Production 7 References / Appendices . | eng |
dc.format.mimetype | application/pdf | spa |
dc.language.iso | eng | spa |
dc.language.iso | spa | spa |
dc.title | The Influence of Task-Based Learning (TBL) on the Oral Production of 6th graders | eng |
dc.type | Trabajo de grado - Maestría | spa |
dc.description.degreelevel | Maestría | spa |
dc.identifier.instname | Universidad de Caldas | spa |
dc.identifier.reponame | Repositorio Universidad de Caldas | spa |
dc.identifier.repourl | https://repositorio.ucaldas.edu.co/mydspace | spa |
dc.publisher.faculty | Facultad de Artes y Humanidades | spa |
dc.publisher.place | Manizales | spa |
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dc.rights.accessrights | info:eu-repo/semantics/closedAccess | spa |
dc.rights.accessrights | info:eu-repo/semantics/closedAccess | spa |
dc.rights.accessrights | info:eu-repo/semantics/closedAccess | spa |
dc.rights.accessrights | info:eu-repo/semantics/closedAccess | spa |
dc.subject.lemb | Aprendizaje | |
dc.subject.lemb | Idiomas. | |
dc.subject.proposal | Task-Based Learning | eng |
dc.subject.proposal | Fluency | eng |
dc.subject.proposal | Oral production | eng |
dc.subject.proposal | Learners | eng |
dc.subject.proposal | Interaction | eng |
dc.subject.proposal | L2 participation | eng |
dc.type.coar | http://purl.org/coar/resource_type/c_bdcc | spa |
dc.type.content | Text | spa |
dc.type.driver | info:eu-repo/semantics/masterThesis | spa |
dc.type.version | info:eu-repo/semantics/publishedVersion | spa |
oaire.version | http://purl.org/coar/version/c_ab4af688f83e57aa | spa |
oaire.accessrights | http://purl.org/coar/access_right/c_14cb | spa |
dc.description.degreename | Magister en Didáctica del Inglés - Manizales | spa |
dc.publisher.program | Maestría en Didáctica del Inglés - Manizales | spa |
dc.rights.coar | http://purl.org/coar/access_right/c_14cb | spa |