TBL Implementation To Develop Productive Skills In A Group Of Beginners Students At “Integrado Juan Atalaya” School
Este informe de investigación es el resultado de un estudio a pequeña escala que tuvo como objetivo identificar los principales aportes y limitaciones de la implementación del Aprendizaje Basado en Tareas (TBL) en un grupo de estudiantes de 9° grado de la Institución Educativa Integrado Juan Atalaya...
- Autores:
-
Ordóñez, Keyla
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2021
- Institución:
- Universidad Santo Tomás
- Repositorio:
- Repositorio Institucional USTA
- Idioma:
- spa
- OAI Identifier:
- oai:repository.usta.edu.co:11634/34758
- Acceso en línea:
- http://hdl.handle.net/11634/34758
- Palabra clave:
- Task-based learning,
productive skills
language awareness
self-efficacy
collaborative work
scaffolding techniques
Licenciatura en Lenguas Extranjeras Inglés
Coworking
Didáctica
Aprendizaje basado en tareas
habilidades productivas
conciencia del lenguaje
autoeficacia
trabajo colaborativo
técnicas de andamiaje
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 2.5 Colombia
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TBL Implementation To Develop Productive Skills In A Group Of Beginners Students At “Integrado Juan Atalaya” School |
| title |
TBL Implementation To Develop Productive Skills In A Group Of Beginners Students At “Integrado Juan Atalaya” School |
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TBL Implementation To Develop Productive Skills In A Group Of Beginners Students At “Integrado Juan Atalaya” School Task-based learning, productive skills language awareness self-efficacy collaborative work scaffolding techniques Licenciatura en Lenguas Extranjeras Inglés Coworking Didáctica Aprendizaje basado en tareas habilidades productivas conciencia del lenguaje autoeficacia trabajo colaborativo técnicas de andamiaje |
| title_short |
TBL Implementation To Develop Productive Skills In A Group Of Beginners Students At “Integrado Juan Atalaya” School |
| title_full |
TBL Implementation To Develop Productive Skills In A Group Of Beginners Students At “Integrado Juan Atalaya” School |
| title_fullStr |
TBL Implementation To Develop Productive Skills In A Group Of Beginners Students At “Integrado Juan Atalaya” School |
| title_full_unstemmed |
TBL Implementation To Develop Productive Skills In A Group Of Beginners Students At “Integrado Juan Atalaya” School |
| title_sort |
TBL Implementation To Develop Productive Skills In A Group Of Beginners Students At “Integrado Juan Atalaya” School |
| dc.creator.fl_str_mv |
Ordóñez, Keyla |
| dc.contributor.advisor.none.fl_str_mv |
Medina, Yolanda |
| dc.contributor.author.none.fl_str_mv |
Ordóñez, Keyla |
| dc.subject.keyword.spa.fl_str_mv |
Task-based learning, productive skills language awareness self-efficacy collaborative work scaffolding techniques |
| topic |
Task-based learning, productive skills language awareness self-efficacy collaborative work scaffolding techniques Licenciatura en Lenguas Extranjeras Inglés Coworking Didáctica Aprendizaje basado en tareas habilidades productivas conciencia del lenguaje autoeficacia trabajo colaborativo técnicas de andamiaje |
| dc.subject.lemb.spa.fl_str_mv |
Licenciatura en Lenguas Extranjeras Inglés Coworking Didáctica |
| dc.subject.proposal.spa.fl_str_mv |
Aprendizaje basado en tareas habilidades productivas conciencia del lenguaje autoeficacia trabajo colaborativo técnicas de andamiaje |
| description |
Este informe de investigación es el resultado de un estudio a pequeña escala que tuvo como objetivo identificar los principales aportes y limitaciones de la implementación del Aprendizaje Basado en Tareas (TBL) en un grupo de estudiantes de 9° grado de la Institución Educativa Integrado Juan Atalaya de Cúcuta con un nivel de inglés principiante y que necesitaban mejorar sus habilidades productivas. La investigación-acción fue la metodología más apropiada para abordar este problema mediante la planificación e implementación de diez lecciones siguiendo la estructura TBL. Los datos se recopilaron a través de entrevistas semiestructuradas, diario de campo del maestro, observaciones, y tareas realizadas por los estudiantes, los cuales se analizaron utilizando el método inductivo. Los hallazgos muestran que TBL aumenta la conciencia del lenguaje en los estudiantes, lo que les ayuda a comprender cómo éste funciona y a ganar mayor confianza para expresar sus ideas y comunicarse en contextos reales. TBL también estimula la parte oral y la escritura a través del trabajo colaborativo que anima a los estudiantes a interactuar entre ellos mismos mientras completan la tarea. Además, TBL mejora la autoeficacia de los estudiantes al obtener el apoyo de sus compañeros y del maestro quienes les hacen descubrir y creer en sus propias capacidades para realizar las tareas correspondientes. Algunas de las limitaciones identificadas fueron la necesidad de utilizar estrategias de andamiaje para ayudar a los estudiantes a afrontar las exigencias del lenguaje para desarrollar la tarea, la falta de tiempo para llevar a cabo todas las etapas de la lección, y la posibilidad de tener estudiantes que no hacen contribuciones relevantes al grupo y que, además, el grupo les sirve para camuflar su nivel real de inglés. |
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2021 |
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2021-07-06T15:41:07Z |
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2021-07-06T15:41:07Z |
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2021-07-05 |
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Trabajo de grado |
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Ordóñez Moncada, K. (2021). Tbl Implementation To Develop Productive Skills In A Group Of Beginners Students At “Integrado Juan Atalaya” School. [Trabajo de grado, Licenciatura en Lenguas Extranjeras Inglés, Universidad Santo Tomás] Repositorio Institucional USTA |
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Ordóñez Moncada, K. (2021). Tbl Implementation To Develop Productive Skills In A Group Of Beginners Students At “Integrado Juan Atalaya” School. [Trabajo de grado, Licenciatura en Lenguas Extranjeras Inglés, Universidad Santo Tomás] Repositorio Institucional USTA reponame:Repositorio Institucional Universidad Santo Tomás instname:Universidad Santo Tomás repourl:https://repository.usta.edu.co |
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Ampa, A. T., & Akib, E. (2018). The Students’ Learning Achievement of the English. English Education Department, Faculty of Teachers Training and Education, 395-399. Adom, D., Yeboah, A., & Kusi, A. (2016). Constructivism Philosophical Paradigm: Implication for Research and Teaching Learning. Global Journal of Arts Humanities and Social Sciences, 1-9. Arda, S., & Doyran, F. (2017). Analysis of Young Learners' and Teenagers' Attitudes to English Language Learning. International Journal of Curriculum and Instruction, 179–197. Baker, J. W. (2020). Being a productive writer. California: Stanford University Press. Bandura, A. (2011). The social and policy impact of social cognitive theory. En M. Melvin, S. Donaldson, & B. Campbell, Social Psychology and Evaluation (págs. 35-41). New York: The Guilford Press. Blake, R. (2016). Technology and the four skills. Language Learning & Technology, 129–142. Bostock, S. (2000). Student peer assessment. The higher education academy, 1-4. Branden, K. V. (2016). The Role of Teachers in Task-Based Language Education. Annual Review of Applied Linguistics, 164-181. Brian, S., Borko, H., Kuffner, K., Martinez, F., Suzanne, A., Barnes, D., Lou Gilbert, M. (2007). Using Artifacts to describe instruction:Lesson learned from studying reform-oriented instruction. The Educational Research and Development, 4-137. Brophy, J. (2010). Motivating Students to Learn- Third Edition. New York: Routledge Taylor and Francis Group. Bunmak, N. (2017). The Influence of Task-based Learning on ELT in ASEAN Context. Language Education and Acquisition Research Network (LEARN) Journal, 201. Burns, A., & Richards, J. (2012). Pedagogy and Practice in Second Language Teaching. New York: Cambridge University Press Carless, D. (2015). Exploring learning-oriented assessment processes. Higher Education, 963-976 Carter, R. (2003). Language Awareness. ELT Journal, 64-65. Chalak, A. (2016). Application of Virtual Team-working in Teaching. Theory and Practice in Language Studies, 2215-2221 Chen, Y. (2017). Perceptions of EFL College Students toward Collaborative Learning. New Taipei City, Taiwan: Canadian Center of Science and Education. Cohen, A. (2014). Learning and using a second language. New York, USA: Taylor and Fracis Group. Cummins, J. (2016). Fifty Ways to teach teenagers: Tips for ESL/EFL Teachers. United States: Wayzgoose Press. Danilewicz, T. (2011). Language awareness and a second language teacher. Wydawnictwo Uniwersytetu Gdańskiego, 1-305. Dikilitas, K., & Griffiths, C. (2017). Developing Language Teacher Autonomy through Action Research. Istanbul,Turkey: Palgrave Mcmillan. Dittman, A. (2018). Correlation between tolerance of ambiguity,anxiety and willigness to communicative risk taking in second language class. Multidisciplinary Academic Conference: Education Teaching and E-Learning., 1-322. Dyment, J. E., & O'Connell, T. (2011). Assessing the quality of reflection in student. Teaching in Higher Education, 81-97. Ellis, R. (2017). Position paper: Moving task-based language teaching forward. Language Teaching, 507-526 Ellis, R. (2017). Task Based Language Teaching. En S. Loewen, & M. Sato, The Routledge Handbook of Instructed Second Language Acquisition (págs. 108-125). New York: Taylor and Francis Group. Fatneva, A. (2005). Task in TBL: What kinds of tasks promote meaningful comunication. New York: Second Language Acquisition. Finkbeiner, C., & White, J. (2017). Language Awareness and Multilingualism: A Historical Review. Encyclopedia of Language and Education, 3-17. García, S. P., Sánchez, J. A., & Escabias, P. (2018). Productive skills in B1 EFL/ESL students: Reassessment of learning needs and proposals for improvement. El compromiso académico y social a través de la investigación e innovación educativas en la Enseñanza Superior., 738-748. Gómez, M. (2017). Review and Analysis of the Colombian Foreign Language Bilingualism Policies and Plans. Institute of Education Sciences, 139-156. Harmer, J. (2015). The Practice of English Language Teaching Fifth Edition. Oxford: Pearson Hubackova, D. G., & Golkova. (2014). Productive skills in second language learning. Procedia -Social and Behavioral Sciences, 477 – 481. Hockley, J. (2013). Participatory Research in Palliative Care: Actions and Reflections. Critical theory and action research, 15-26. Kirchhoff, P. (2018). Productive Competences—Speaking, Writing, Mediating. En S. J.B. Metzler, Teaching English as a Foreign Language (págs. 109-132). Deutschland: Springer-Verlag GmbH. Kumaravadivelu, B. (2006). Understanding Language Teaching from Method to Postmethod. Mahwah, New Jersey: Lawrence Erlbaurm Associates,publishers. Kuswoyo, H. (2017). Improving Student's Listening Skill Using Task- Based Approach in EFL Classroom Setting. Advances in Social Science, Education and Humanities Research, 119. Lesiak, K. (2015). Teaching English to Adolescents. World Scientific News, 223-237. Lindsay, C., & Knight, P. (2017). Learning and Teaching English : A course for teachers. New York: Oxford University Press. Long, M. (2015). Second Language Acquisition and Task Based Language Teaching. Malden,USA: Jhon Wiley & Sons Ltd. Lostaunau, J. (2012). Using Language Awareness Techniques to improve the level of achievement in the English Skills of the students taking a master's program in education in a private university. Pirhua, 1-170. Ma, A. (2018). Task Based Syllabus Design. Issues in Syllabus Design., 125-134. MEN. (2006). Estándares Básicos de Competencias en Lengua Extranjera Inglés. Retrieved from Estándares Básicos de Competencias en Lengua Extranjera Inglés: http://www.mineducacion.gov.co/cvn/1665/articles-115174_archivo_pdf.pdf MEN. (2016). Orientaciones y Principios Pedagógicos Currículo Sugerido de Inglés.Recuperado de:https://aprende.colombiaaprende.edu.co/sites/default/files/naspublic/Anexo%2014%20Orientaciones%20y%20principios%20Pedagogicos.pdf Mertler, C. (2017). Action Research: Improving Schools and Empowering Educators- Fith Edition. Arizona State University, USA: Sage Publications. Morawsk, M., & Budke, A. (2017). An analysis of the potential of bilingual geography education for teaching. European Journal of Geography, 61-84. Nget, S. (2020). The Effect of Task-Based Instruction in Improving the English Speaking Skills of Ninth-Graders. Language Education and Acquisition Research Network Journal, Volumen 13, 211. Nunan, D. (2004). Task Based Language Teaching. London: Cambrigde Press University. Nunan, D. (2014). Task Based Teaching and Learning. London: Cambridge University Press. Povedano, A., Rivas, M. M., & Vera, M. (2019). Adolescents’ Life Satisfaction: The Role of Classroom. International Journal of Environmental, 1-12. Raoofi, S., Tan, B. H., & Chan, S. (2012). Self-efficacy in Second/Foreign Language Learning Contexts. English Language Teaching Volume 5, 60-73. Richards, J. (2006). Communicative Language Teaching Today. New York: Cambridge University Press. Sabbah, S. (2018). English Language Syllabuses: Definition, Types, Design and Selection. International Peer Reviewed, 135. Sagoian, E. (2018). Speaking and Writing as a productive skills. Socio-humanities problems and modernization of Education (págs. 258-262). Moldova: Serie XXI Santos, M. d. (2011). Collaborative tasks and learning occasions in English as a foreign language. 837-852. Seedhouse, P. (2017). Task- Based Learning in a real world digital environment. Broadway, New York: Copyright Paul Seedhouse and Contributors. Sheppard, M., & Levy, S. (2019). Emotions and teacher decision-making: An analysis of social studies. Teaching and Teacher Education, 193-203. Storch, N. (2018). Collaborative writing. ProQuest, 40-59. Szombatová, V. (2016). The Semi - structured Interview in Foreign Language Education Research. The International Conference on Language and Literature, 1-12. Thomas, D.(2003). A general inductive approach for qualitative data analysis. American Journal , 1-11. Tilfarlioğlu, F. T., & Cġnkara, E. (2009). Self-efficacy in ELF: Differences among proficiency groups and relathionship with sucess. Novitas Royal, 129-142. Viriya, C. (2018). Using Task-Based Learning with students of Academic English. International Peer Reviewed Journal, 337-346. Zahroh, S. (2020). Integrating higher-order thinking skills (hots) to increase students’ productive skills. International journal of social science and humanity, 1-12. Zhalalova, A. (2020). On communicative language teaching methods. Journal Of Research Pedagogy, 1-253. |
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Medina, YolandaOrdóñez, Keyla2021-07-06T15:41:07Z2021-07-06T15:41:07Z2021-07-05Ordóñez Moncada, K. (2021). Tbl Implementation To Develop Productive Skills In A Group Of Beginners Students At “Integrado Juan Atalaya” School. [Trabajo de grado, Licenciatura en Lenguas Extranjeras Inglés, Universidad Santo Tomás] Repositorio Institucional USTAhttp://hdl.handle.net/11634/34758reponame:Repositorio Institucional Universidad Santo Tomásinstname:Universidad Santo Tomásrepourl:https://repository.usta.edu.coEste informe de investigación es el resultado de un estudio a pequeña escala que tuvo como objetivo identificar los principales aportes y limitaciones de la implementación del Aprendizaje Basado en Tareas (TBL) en un grupo de estudiantes de 9° grado de la Institución Educativa Integrado Juan Atalaya de Cúcuta con un nivel de inglés principiante y que necesitaban mejorar sus habilidades productivas. La investigación-acción fue la metodología más apropiada para abordar este problema mediante la planificación e implementación de diez lecciones siguiendo la estructura TBL. Los datos se recopilaron a través de entrevistas semiestructuradas, diario de campo del maestro, observaciones, y tareas realizadas por los estudiantes, los cuales se analizaron utilizando el método inductivo. Los hallazgos muestran que TBL aumenta la conciencia del lenguaje en los estudiantes, lo que les ayuda a comprender cómo éste funciona y a ganar mayor confianza para expresar sus ideas y comunicarse en contextos reales. TBL también estimula la parte oral y la escritura a través del trabajo colaborativo que anima a los estudiantes a interactuar entre ellos mismos mientras completan la tarea. Además, TBL mejora la autoeficacia de los estudiantes al obtener el apoyo de sus compañeros y del maestro quienes les hacen descubrir y creer en sus propias capacidades para realizar las tareas correspondientes. Algunas de las limitaciones identificadas fueron la necesidad de utilizar estrategias de andamiaje para ayudar a los estudiantes a afrontar las exigencias del lenguaje para desarrollar la tarea, la falta de tiempo para llevar a cabo todas las etapas de la lección, y la posibilidad de tener estudiantes que no hacen contribuciones relevantes al grupo y que, además, el grupo les sirve para camuflar su nivel real de inglés.This research report is the result of a small-scale study aimed to identify the main contributions and limitations of implementing Task-Based Learning (TBL) in a group of 9th graders students at “Integrado Juan Atalaya”School in Cucuta with a beginner English level and who needed to enhance their productive skills. Action research was the most appropriate methodology to address this problem by planning and implementing ten lessons following the TBL structure. Data was collected through semi-structured interviews, teacher’s journal, observations, artifacts, and then, analyzed utilizing the inductive method. The findings show that TBL raises students’ language awareness which helps them to understand how English works and to gain confidence to express their ideas and communicate in real contexts. TBL also stimulates speaking and writing through collaborative work which encourages students to interact among themselves while completing the task. Moreover, TBL enhances students’ self-efficacy when getting support from their peers and teacher who made them discover and believe in their own capacities to accomplish the corresponding tasks. Some of the limitations identified were the need of using scaffolding strategies to help students cope with the language demands to develop the task, the lack of time to carry out all the stages of the lesson, and the possibility of having students who do not contribute too much to the group and their real English level is camouflaged.Licenciado en Lengua Extranjera - Ingléshttp://www.ustadistancia.edu.co/?page_id=3956Pregradoapplication/pdfspaUniversidad Santo TomásPregrado Licenciatura en Lengua Extranjera - InglésFacultad de EducaciónAtribución-NoComercial-SinDerivadas 2.5 Colombiahttp://creativecommons.org/licenses/by-nc-nd/2.5/co/Abierto (Texto Completo)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2TBL Implementation To Develop Productive Skills In A Group Of Beginners Students At “Integrado Juan Atalaya” SchoolTask-based learning,productive skillslanguage awarenessself-efficacycollaborative workscaffolding techniquesLicenciatura en Lenguas Extranjeras InglésCoworkingDidácticaAprendizaje basado en tareashabilidades productivasconciencia del lenguajeautoeficaciatrabajo colaborativotécnicas de andamiajeTrabajo de gradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisCRAI-USTA DuadAmpa, A. T., & Akib, E. (2018). The Students’ Learning Achievement of the English. English Education Department, Faculty of Teachers Training and Education, 395-399.Adom, D., Yeboah, A., & Kusi, A. (2016). Constructivism Philosophical Paradigm: Implication for Research and Teaching Learning. Global Journal of Arts Humanities and Social Sciences, 1-9.Arda, S., & Doyran, F. (2017). Analysis of Young Learners' and Teenagers' Attitudes to English Language Learning. International Journal of Curriculum and Instruction, 179–197.Baker, J. W. (2020). Being a productive writer. California: Stanford University Press.Bandura, A. (2011). The social and policy impact of social cognitive theory. En M. Melvin, S. Donaldson, & B. Campbell, Social Psychology and Evaluation (págs. 35-41). New York: The Guilford Press.Blake, R. (2016). Technology and the four skills. Language Learning & Technology, 129–142.Bostock, S. (2000). Student peer assessment. The higher education academy, 1-4.Branden, K. V. (2016). The Role of Teachers in Task-Based Language Education. Annual Review of Applied Linguistics, 164-181.Brian, S., Borko, H., Kuffner, K., Martinez, F., Suzanne, A., Barnes, D., Lou Gilbert, M. (2007). Using Artifacts to describe instruction:Lesson learned from studying reform-oriented instruction. The Educational Research and Development, 4-137.Brophy, J. (2010). Motivating Students to Learn- Third Edition. New York: Routledge Taylor and Francis Group.Bunmak, N. (2017). The Influence of Task-based Learning on ELT in ASEAN Context. Language Education and Acquisition Research Network (LEARN) Journal, 201.Burns, A., & Richards, J. (2012). Pedagogy and Practice in Second Language Teaching. New York: Cambridge University PressCarless, D. (2015). Exploring learning-oriented assessment processes. Higher Education, 963-976Carter, R. (2003). Language Awareness. ELT Journal, 64-65.Chalak, A. (2016). Application of Virtual Team-working in Teaching. Theory and Practice in Language Studies, 2215-2221Chen, Y. (2017). Perceptions of EFL College Students toward Collaborative Learning. New Taipei City, Taiwan: Canadian Center of Science and Education.Cohen, A. (2014). Learning and using a second language. New York, USA: Taylor and Fracis Group.Cummins, J. (2016). Fifty Ways to teach teenagers: Tips for ESL/EFL Teachers. United States: Wayzgoose Press.Danilewicz, T. (2011). Language awareness and a second language teacher. Wydawnictwo Uniwersytetu Gdańskiego, 1-305.Dikilitas, K., & Griffiths, C. (2017). Developing Language Teacher Autonomy through Action Research. Istanbul,Turkey: Palgrave Mcmillan.Dittman, A. (2018). Correlation between tolerance of ambiguity,anxiety and willigness to communicative risk taking in second language class. Multidisciplinary Academic Conference: Education Teaching and E-Learning., 1-322.Dyment, J. E., & O'Connell, T. (2011). Assessing the quality of reflection in student. Teaching in Higher Education, 81-97.Ellis, R. (2017). Position paper: Moving task-based language teaching forward. Language Teaching, 507-526Ellis, R. (2017). Task Based Language Teaching. En S. Loewen, & M. Sato, The Routledge Handbook of Instructed Second Language Acquisition (págs. 108-125). New York: Taylor and Francis Group.Fatneva, A. (2005). Task in TBL: What kinds of tasks promote meaningful comunication. New York: Second Language Acquisition.Finkbeiner, C., & White, J. (2017). Language Awareness and Multilingualism: A Historical Review. Encyclopedia of Language and Education, 3-17.García, S. P., Sánchez, J. A., & Escabias, P. (2018). Productive skills in B1 EFL/ESL students: Reassessment of learning needs and proposals for improvement. El compromiso académico y social a través de la investigación e innovación educativas en la Enseñanza Superior., 738-748.Gómez, M. (2017). Review and Analysis of the Colombian Foreign Language Bilingualism Policies and Plans. 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