Cooperative learning and task-based to enhance speaking in the english classroom.

Esta investigación tuvo como objetivo aplicar el aprendizaje cooperativo y el enfoque basado en tareas para mejorar las habilidades de habla en inglés de estudiantes de noveno grado del Liceo Femenino Mercedes Nariño. La implementación de estos enfoques mostró una gran mejora en la expresión oral co...

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Autores:: Auli Vargas, Deliz Daniela

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2025

Institución:: Universidad Pedagógica Nacional

Repositorio:: Repositorio Institucional UPN

Idioma:: eng

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network_acronym_str	RPEDAGO2
network_name_str	Repositorio Institucional UPN
repository_id_str
dc.title.eng.fl_str_mv	Cooperative learning and task-based to enhance speaking in the english classroom.
title	Cooperative learning and task-based to enhance speaking in the english classroom.
spellingShingle	Cooperative learning and task-based to enhance speaking in the english classroom. Habla Motivación intrínseca Motivación extrínseca EFL Aprendizaje cooperativo Enfoque basado en tareas Cooperative learning Task-based Intrinsic motivation Extrinsic motivation EFL Speaking
title_short	Cooperative learning and task-based to enhance speaking in the english classroom.
title_full	Cooperative learning and task-based to enhance speaking in the english classroom.
title_fullStr	Cooperative learning and task-based to enhance speaking in the english classroom.
title_full_unstemmed	Cooperative learning and task-based to enhance speaking in the english classroom.
title_sort	Cooperative learning and task-based to enhance speaking in the english classroom.
dc.creator.fl_str_mv	Auli Vargas, Deliz Daniela
dc.contributor.advisor.spa.fl_str_mv	Amórtegui González, Oscar Ricardo
dc.contributor.author.none.fl_str_mv	Auli Vargas, Deliz Daniela
dc.subject.spa.fl_str_mv	Habla Motivación intrínseca Motivación extrínseca EFL Aprendizaje cooperativo Enfoque basado en tareas
topic	Habla Motivación intrínseca Motivación extrínseca EFL Aprendizaje cooperativo Enfoque basado en tareas Cooperative learning Task-based Intrinsic motivation Extrinsic motivation EFL Speaking
dc.subject.keywords.eng.fl_str_mv	Cooperative learning Task-based Intrinsic motivation Extrinsic motivation EFL Speaking
description	Esta investigación tuvo como objetivo aplicar el aprendizaje cooperativo y el enfoque basado en tareas para mejorar las habilidades de habla en inglés de estudiantes de noveno grado del Liceo Femenino Mercedes Nariño. La implementación de estos enfoques mostró una gran mejora en la expresión oral como presentación, particularmente en la fluidez y la precisión. También se evidenció un progreso en el uso de vocabulario conocido y estructuras gramaticales. Además, el aprendizaje cooperativo favoreció aspectos como la responsabilidad individual, la interdependencia positiva y la interacción promotora entre compañeras. Finalmente, aunque al principio predominaba la motivación
publishDate	2025
dc.date.accessioned.none.fl_str_mv	2025-06-20T16:01:53Z
dc.date.available.none.fl_str_mv	2025-06-20T16:01:53Z
dc.date.issued.none.fl_str_mv	2025
dc.type.local.spa.fl_str_mv	Tesis/Trabajo de grado - Monografía - Pregrado
dc.type.coar.eng.fl_str_mv	http://purl.org/coar/resource_type/c_7a1f
dc.type.driver.eng.fl_str_mv	info:eu-repo/semantics/bachelorThesis
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dc.identifier.uri.none.fl_str_mv	http://hdl.handle.net/20.500.12209/21198
dc.identifier.instname.spa.fl_str_mv	instname:Universidad Pedagógica Nacional
dc.identifier.reponame.spa.fl_str_mv	reponame: Repositorio Institucional UPN
dc.identifier.repourl.none.fl_str_mv	repourl: http://repositorio.pedagogica.edu.co/
url	http://hdl.handle.net/20.500.12209/21198
identifier_str_mv	instname:Universidad Pedagógica Nacional reponame: Repositorio Institucional UPN repourl: http://repositorio.pedagogica.edu.co/
dc.language.iso.spa.fl_str_mv	eng
language	eng
dc.relation.references.spa.fl_str_mv	Adams, A., & Cox, A. L. (2008). Questionnaires, in-depth interviews and focus groups (p. 17- 34). Cambridge University Press Andhara, S., & Alfian, A. (2023). Investigating Students' Motivation to Speak English in EFL Classroom. EduLine: Journal of Education and Learning Innovation, 3(2), 194-201. Aman, S. and Mahamod, Z. (2022) The Importance of Voice Control in Public Speaking: A Case Study of Tokoh NILAM Primary School. Creative Education, 13, 1486-1499. Bradbury, H. (2015). The Sage handbook of action research. British Council Foundation Indonesia. (n.d.). Fluency vs Accuracy. https://www.britishcouncilfoundation.id/en/english/articles/fluency-vs-accuracy Brown, D. (1994). Principles of Language Learning and Teaching. New Jersey: Prentice Hall Regents. Brown, D. (2007) Teaching by Principles: An Interactive Approach to Language Pedagogy 3rd Edition. Pearson Education. Burns, A. & Joyce, H. (1997). Focus on Speaking. Sydney: National Center for English Language Teaching and Research. Chomsky, N. (1965). Aspects of the Theory of Syntax (50th ed.). The MIT Press Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (6th ed.). Routledge. https://doi.org/10.4324/9780203029053 Creswell, J. W (2007). Qualitative inquiry and research design: Choosing among five approaches. Sage publications. Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Council of Europe (2000). Methodology in Language Learning T-kit. Council of Europe Publishing. Chaney, L., & Burk, L. (1998). Teaching Oral Communication in Grades K-8. Boston: Allyn & Bacon. Criteria for identifying tasks for TBL. (n.d.). Teaching English; Jane Willis. https://www.teachingenglish.org.uk/professional-development/teachers/knowing- subject/articles/criteria-identifying-tasks-tbl Derakhshan, A., Khalili, A., & Beheshti, F. (2016). Developing EFL Learner’s Speaking Ability, Accuracy and Fluency. English Language and Literature Studies, 6, 177. Díaz Lemus, Y. D. (2022). Speak Our Minds: Using Task-Based Learning to Enhance the Development of Oral Production in Fifth Graders. Dörnyei, Z., & Csizér, K. (1998). Ten commandments for motivating language learners: Results of an empirical study. Language teaching research, 2(3), 203-229. Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The modern language journal, 78(3), 273-284. Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press. Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221-246 Ellis, R., Skehan, P., Li, S., Shintani, N., and Lambert, C. (2019). Task-based language teaching: Theory and practice. Cambridge: Cambridge University Press. Flick, U. (2017). The Sage handbook of qualitative data collection. Flick, U. (2009). An introduction to qualitative research. García, E., et al. (2018). The Role of Communication in the Teaching-Learning Process. Education Journal, 42(2), 167-184. Glaser, B., & Strauss, A. (2017). Discovery of grounded theory: Strategies for qualitative research. Routledge. Hernández, F & Rodríguez, C. (2014). The Task- Based Approach: a way to improve the didactic competence of pre-service teachers in Colombia using technology. (2014). Interacción, 10, 71-75. https://revistas.unilibre.edu.co/index.php/interaccion/article/view/2310 James, E. A., Milenkiewicz, M. T., & Bucknam, A. (2008). Participatory action research for educational leadership: Using data-driven decision making to improve schools. Sage Publications. Johnson, W., & Johnson, T. (2014). Cooperative Learning in 21st Century. [Aprendizaje cooperativo en el siglo XXI]. Anales de Psicología/Annals of Psychology, 841-. 851. Johnson, W., & Johnson, R. (1999). What Makes Cooperative Learning Work. Johnson, W., Johnson, R., & Holubec, E. (1993). Circles of learning (4th ed.). Edina,\|MN: Interaction Book Company. Kagan, S. (2021). The structural approach and Kagan structures. Pioneering perspectives in cooperative learning Li, M. & Lam, B. (2013). Cooperative learning. Retrieved from http://www.eduhk.hk/aclass/ Liceo Femenino Mercedes Nariño. PEI. Liceísta crítica, reflexiva, autónoma, transformadora de contextos para la convivencia. https://liceofemeninomercedesn.edupage.org/a/pei Manual de Convivencia Liceo Femenino Mercedes Nariño (2018) Subdirección Imprenta Distrital – DDDI. Maxwell, J. A. (2018). Collecting qualitative data: A realist approach. The SAGE handbook of qualitative data collection, 19-32 Mcleod, S. (2024). Vygotsky’s theory of Cognitive Development. Simply Psychology.Retrieved April, 25, 2024 Miles, M. B., Huberman, A. M., & Saldaña, J. (1994). Qualitative Data Analysis, A Methods Sourcebook (Third). Arizona State University. Nunan, D. (1991). Language Teaching Methodology: A Textbook for Teacher. Upper Saddle River, NJ: Prentice Hall Ordoñez, B. (2017) Fostering speaking skills through cooperative learning on 11th graders. Recuperado de: http://hdl.handle.net/20.500.12209/10034. Páez, J. (2018). Students ́ motivation for learning English as foreign language. A case in Armenia city, Colombia. [Proyecto de investigación, Universidad Nacional Abierta y a Distancia UNAD]. Repositorio Institucional UNAD. https://repository.unad.edu.co/handle/10596/21667 Pinker, S. (1994): The Language Instinct: How the Mind Creates Language. New York: Harper Collins publisher. Posner, G. J. (2004). Analyzing the Curriculum. United States: McGraw-Hill. Richards, J. C., Platt, J. & Weber, H. (1985). Longman Dictionary of Applied Linguistics. London: Longman. Richards, J. C. (2008). Teaching listening and speaking (Vol. 35, No. 4). Cambridge: Cambridge university press. Roget, À. D. (Ed.) (2020). Profesorado reflexivo e investigador: propuestas y experiencias formativas. Madrid, Narcea Ediciones. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68 Sacristán, G. (2010). Saberes e incertidumbres sobre el currículum. 15-40. Saldaña, J. (2011). Fundamentals of qualitative research. Oxford University Press. Sampieri, R., Fernández, C., & Baptista, P. (2014). Metodología de la Investigación. McGRAW-HILL / INTERAMERICANA EDITORES, S.A. DE C.V. Mexico. Shabani, K., Khatib, M., & Ebadi, S. (2010). Vygotsky's zone of proximal development: Instructional implications and teachers' professional development. English language teaching, 3(4), 237-248. Sholeh, M. B., Salija, K., & Nur, S. (2020). Task-Based Learning (TBL) in EFL classroom: from theory to practice. International Journal of Humanities and Innovation (IJHI), 3(4), 138–143. https://doi.org/10.33750/ijhi.v3i4.97 Skehan, P. (2014). The context for researching a processing perspective on task performance. Processing perspectives on task performance, 5, 1-26 Slavin, R. E. (1982). Cooperative learning: Student teams. What research says to the teacher. National Education Association Professional Library Slavin, R. E. (2008). Cooperative learning, success for all, and evidence-based reform in education. Éducation et didactique, (2-2), 149-157. Strauss, A., & Corbin, J. (1998). Basics of qualitative research techniques. Sodoro, J., Allinder, R. M., & Rankin-Erickson, J. L. (2002). Educational Psychology Review, 14(3), 223–260. doi:10.1023/a:1016050412323 Suban, T. S. (2021). Teaching speaking: activities to promote speaking skills in EFL classrooms. Lectio: Journal of Language and Language Teaching, 1(1), 41-50. Swantz, M. L. (2008). Participatory action research as practice. The Sage handbook of action research: Participative inquiry and practice, 31-48. Thornbury, S. (2005). How to teach speaking. Longman. Vaca Torres, A. M. (2016). Promoting speaking skills in an EFL classroom through project-based learning: a way to involve learners in participatory classes (Doctoral dissertation, Universidad Distrital Francisco José de Caldas). Van den Branden, K. (2016). The Role of Teachers in Task-Based Language Education. Annual Review of Applied Linguistics, 36, 164–181. doi:10.1017/S0267190515000070 Vera, E., Chapetón & Buitrago, Z. (2018). An Informed and Reflective Approach to Language Teaching and Material Design. Colombia: Universidad Pedagógica Nacional Walter, M. (2009). Participatory Action Research. Social Research Methods. In A. Bryman (Ed.), Social Research Methods (p. 151-158). London: The Falmer Press. Whitehead, J. (1984). Motives for higher education: a study of intrinsic and extrinsic motivation in relation to academic attainment. Cambridge Journal of Education, 14(2), 26–34. https://doi.org/10.1080/0305764840140204 Willis, J. (1996). A flexible framework for task-based learning. Intrinsic Books Ltd. Yavuz, O., & Arslan, A. (2018). Cooperative learning in acquisition of the English language skills. European Journal of Educational Research, 7(3), 591-600. https://doi.org/10.12973/eu-jer.7.3.591 Zhao, L. (2012). Investigation into Motivation Types and Influences on Motivation: The Case of Chinese Non- English Majors. English Language Teaching, 5(3), 100-122. Zhang, Y. (2010). Cooperative language learning and foreign language learning and teaching. Journal of Language Teaching and Research, 1(1), 81-83.
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spelling	Amórtegui González, Oscar RicardoAuli Vargas, Deliz DanielaBogotá2023-20242025-06-20T16:01:53Z2025-06-20T16:01:53Z2025http://hdl.handle.net/20.500.12209/21198instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/Esta investigación tuvo como objetivo aplicar el aprendizaje cooperativo y el enfoque basado en tareas para mejorar las habilidades de habla en inglés de estudiantes de noveno grado del Liceo Femenino Mercedes Nariño. La implementación de estos enfoques mostró una gran mejora en la expresión oral como presentación, particularmente en la fluidez y la precisión. También se evidenció un progreso en el uso de vocabulario conocido y estructuras gramaticales. Además, el aprendizaje cooperativo favoreció aspectos como la responsabilidad individual, la interdependencia positiva y la interacción promotora entre compañeras. Finalmente, aunque al principio predominaba la motivaciónSubmitted by Deliz Daniela Auli Vargas (ddauliv@upn.edu.co) on 2025-06-06T17:16:33Z No. of bitstreams: 2 Cooperative learning.pdf: 4323612 bytes, checksum: 925f8560eeceb4483ea0f45bf820ac2b (MD5) Licencia de uso-Daniela Auli.pdf: 443086 bytes, checksum: a097bc49132eff1c4a3f4d15d85e3691 (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2025-06-06T20:05:46Z (GMT) No. of bitstreams: 2 Cooperative learning.pdf: 4323612 bytes, checksum: 925f8560eeceb4483ea0f45bf820ac2b (MD5) Licencia de uso-Daniela Auli.pdf: 443086 bytes, checksum: a097bc49132eff1c4a3f4d15d85e3691 (MD5)Rejected by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co), reason: Debe eliminar los consentimientos informados que aparecen en los anexos de su trabajo ya que tienen datos sensibles on 2025-06-19T18:27:38Z (GMT)Submitted by Deliz Daniela Auli Vargas (ddauliv@upn.edu.co) on 2025-06-20T00:00:56Z No. of bitstreams: 2 Licencia de uso-Daniela Auli.pdf: 443086 bytes, checksum: a097bc49132eff1c4a3f4d15d85e3691 (MD5) Cooperative learning.pdf: 10093668 bytes, checksum: c7954f84e6396c71f12726cd689e871d (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2025-06-20T15:49:53Z (GMT) No. of bitstreams: 2 Licencia de uso-Daniela Auli.pdf: 443086 bytes, checksum: a097bc49132eff1c4a3f4d15d85e3691 (MD5) Cooperative learning.pdf: 10093668 bytes, checksum: c7954f84e6396c71f12726cd689e871d (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2025-06-20T16:01:53Z (GMT) No. of bitstreams: 2 Licencia de uso-Daniela Auli.pdf: 443086 bytes, checksum: a097bc49132eff1c4a3f4d15d85e3691 (MD5) Cooperative learning.pdf: 10093668 bytes, checksum: c7954f84e6396c71f12726cd689e871d (MD5)Made available in DSpace on 2025-06-20T16:01:53Z (GMT). No. of bitstreams: 2 Licencia de uso-Daniela Auli.pdf: 443086 bytes, checksum: a097bc49132eff1c4a3f4d15d85e3691 (MD5) Cooperative learning.pdf: 10093668 bytes, checksum: c7954f84e6396c71f12726cd689e871d (MD5) Previous issue date: 2025Licenciado en Español e InglésPregradoThis research aimed to apply cooperative learning and task-based approach to improve the speaking skills of 9th grade students at Liceo Femenino Mercedes Nariño school. The implementations of these approaches showed great improvement in students’ talk as performance, particularly in fluency and accuracy. Additionally, cooperative learning supported aspects such as individual responsibility, positive interdependence, and promotive interaction among classmates. Finally, even though extrinsic motivation predominated at the beginning, as the process advanced, more intrinsic motivation emerged.application/pdfengUniversidad Pedagógica NacionalLicenciatura en Español e InglésFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 InternationalHablaMotivación intrínsecaMotivación extrínsecaEFLAprendizaje cooperativoEnfoque basado en tareasCooperative learningTask-basedIntrinsic motivationExtrinsic motivationEFLSpeakingCooperative learning and task-based to enhance speaking in the english classroom.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisAdams, A., & Cox, A. L. (2008). Questionnaires, in-depth interviews and focus groups (p. 17- 34). Cambridge University PressAndhara, S., & Alfian, A. (2023). Investigating Students' Motivation to Speak English in EFL Classroom. EduLine: Journal of Education and Learning Innovation, 3(2), 194-201.Aman, S. and Mahamod, Z. (2022) The Importance of Voice Control in Public Speaking: A Case Study of Tokoh NILAM Primary School. Creative Education, 13, 1486-1499.Bradbury, H. (2015). The Sage handbook of action research.British Council Foundation Indonesia. (n.d.). Fluency vs Accuracy. https://www.britishcouncilfoundation.id/en/english/articles/fluency-vs-accuracyBrown, D. (1994). Principles of Language Learning and Teaching. New Jersey: Prentice Hall Regents.Brown, D. (2007) Teaching by Principles: An Interactive Approach to Language Pedagogy 3rd Edition. Pearson Education.Burns, A. & Joyce, H. (1997). Focus on Speaking. Sydney: National Center for English Language Teaching and Research.Chomsky, N. (1965). Aspects of the Theory of Syntax (50th ed.). The MIT PressCohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (6th ed.). Routledge. https://doi.org/10.4324/9780203029053Creswell, J. W (2007). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.).Council of Europe (2000). Methodology in Language Learning T-kit. Council of Europe Publishing.Chaney, L., & Burk, L. (1998). Teaching Oral Communication in Grades K-8. Boston: Allyn & Bacon.Criteria for identifying tasks for TBL. (n.d.). Teaching English; Jane Willis. https://www.teachingenglish.org.uk/professional-development/teachers/knowing- subject/articles/criteria-identifying-tasks-tblDerakhshan, A., Khalili, A., & Beheshti, F. (2016). Developing EFL Learner’s Speaking Ability, Accuracy and Fluency. English Language and Literature Studies, 6, 177.Díaz Lemus, Y. D. (2022). Speak Our Minds: Using Task-Based Learning to Enhance the Development of Oral Production in Fifth Graders.Dörnyei, Z., & Csizér, K. (1998). Ten commandments for motivating language learners: Results of an empirical study. Language teaching research, 2(3), 203-229.Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The modern language journal, 78(3), 273-284.Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221-246Ellis, R., Skehan, P., Li, S., Shintani, N., and Lambert, C. (2019). Task-based language teaching: Theory and practice. Cambridge: Cambridge University Press.Flick, U. (2017). The Sage handbook of qualitative data collection.Flick, U. (2009). An introduction to qualitative research.García, E., et al. (2018). The Role of Communication in the Teaching-Learning Process. Education Journal, 42(2), 167-184.Glaser, B., & Strauss, A. (2017). Discovery of grounded theory: Strategies for qualitative research. Routledge.Hernández, F & Rodríguez, C. (2014). The Task- Based Approach: a way to improve the didactic competence of pre-service teachers in Colombia using technology. (2014). Interacción, 10, 71-75. https://revistas.unilibre.edu.co/index.php/interaccion/article/view/2310James, E. A., Milenkiewicz, M. T., & Bucknam, A. (2008). Participatory action research for educational leadership: Using data-driven decision making to improve schools. Sage Publications.Johnson, W., & Johnson, T. (2014). Cooperative Learning in 21st Century. [Aprendizaje cooperativo en el siglo XXI]. Anales de Psicología/Annals of Psychology, 841-. 851.Johnson, W., & Johnson, R. (1999). What Makes Cooperative Learning Work.Johnson, W., Johnson, R., & Holubec, E. (1993). Circles of learning (4th ed.). Edina,\|MN: Interaction Book Company.Kagan, S. (2021). The structural approach and Kagan structures. Pioneering perspectives in cooperative learningLi, M. & Lam, B. (2013). Cooperative learning. Retrieved from http://www.eduhk.hk/aclass/Liceo Femenino Mercedes Nariño. PEI. Liceísta crítica, reflexiva, autónoma, transformadora de contextos para la convivencia. https://liceofemeninomercedesn.edupage.org/a/peiManual de Convivencia Liceo Femenino Mercedes Nariño (2018) Subdirección Imprenta Distrital – DDDI.Maxwell, J. A. (2018). Collecting qualitative data: A realist approach. The SAGE handbook of qualitative data collection, 19-32Mcleod, S. (2024). Vygotsky’s theory of Cognitive Development. Simply Psychology.Retrieved April, 25, 2024Miles, M. B., Huberman, A. M., & Saldaña, J. (1994). Qualitative Data Analysis, A Methods Sourcebook (Third). Arizona State University.Nunan, D. (1991). Language Teaching Methodology: A Textbook for Teacher. Upper Saddle River, NJ: Prentice HallOrdoñez, B. (2017) Fostering speaking skills through cooperative learning on 11th graders. Recuperado de: http://hdl.handle.net/20.500.12209/10034.Páez, J. (2018). Students ́ motivation for learning English as foreign language. A case in Armenia city, Colombia. [Proyecto de investigación, Universidad Nacional Abierta y a Distancia UNAD]. Repositorio Institucional UNAD. https://repository.unad.edu.co/handle/10596/21667Pinker, S. (1994): The Language Instinct: How the Mind Creates Language. New York: Harper Collins publisher.Posner, G. J. (2004). Analyzing the Curriculum. United States: McGraw-Hill.Richards, J. C., Platt, J. & Weber, H. (1985). Longman Dictionary of Applied Linguistics. London: Longman.Richards, J. C. (2008). Teaching listening and speaking (Vol. 35, No. 4). Cambridge: Cambridge university press.Roget, À. D. (Ed.) (2020). Profesorado reflexivo e investigador: propuestas y experiencias formativas. Madrid, Narcea Ediciones.Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. 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Cooperative learning and task-based to enhance speaking in the english classroom.

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