To Examine How Task-Based Language Teaching May Improve Sixth-Grade Students’ Speaking Skills in a Public Institution in La Ceja

ABSTRACT : This action research intended to determine to what extent using a Task-Based Language Teaching Approach allowed improving students’ speaking skills. This project was performed in an urban institution in La Ceja, Antioquia, with 6th graders. The actions executed were centered on a task cycle composed of pre-task, task-cycle, and language focus, and all these stages were concentrated on the speaking skill. Data instruments were journals, a checklist, some recordings, and a questionnaire. Four main findings were exposed in the following names: the relevance of developing tasks and topics in TBLT to improve learners’ speaking skills, the teacher’s role: promoting a student-centered class through actions and support in TBLT, the students' role in TBLT: active participation and attitudes toward tasks, and the speaking skills development: increasing performance and awareness of thew own process.

• Autores: Arroyave Molina, Mauricio Andrés
• Tipo de recurso: Trabajo de grado de pregrado
• Fecha de publicación: 2023
• Institución: Universidad de Antioquia
• Repositorio: Repositorio UdeA
• Idioma: eng
• OAI Identifier: oai:bibliotecadigital.udea.edu.co:10495/40589
• Acceso en línea: https://hdl.handle.net/10495/40589
• Palabra clave: English language - Study and teaching; Teaching methods; Método de enseñanza; Competencias sociales; Social skills; English language - study and teaching; Inglés - Enseñanza; http://id.loc.gov/authorities/subjects/sh85043705; http://vocabularies.unesco.org/thesaurus/concept83
• Rights: openAccess
• License: http://creativecommons.org/licenses/by-nc-nd/2.5/co/