Promoting Critical Thinking through Task-Based Instruction

ABSTRACT : This paper reports the process and outcomes of an action research and teaching experience attempting to promote critical thinking through Task-Based Instruction in second-grade students. The project was developed with a group of 28 students in the EFL class at a public institution in La Ceja, Antioquia, Colombia. Data gathering instruments included students’ survey, journal entries and students’ artifacts. Findings referred to students’ development of critical thinking andstudents were encouraged to become agents of change, the implementation of contextualized tasks provided positive learning experiences and fostered interaction among students, other language learning cognitive tools were developed and finally, students’ behavioral and cognitive processes improved as well.

• Autores: Ramírez Rincón, Ana María
• Tipo de recurso: Trabajo de grado de pregrado
• Fecha de publicación: 2022
• Institución: Universidad de Antioquia
• Repositorio: Repositorio UdeA
• Idioma: eng
• OAI Identifier: oai:bibliotecadigital.udea.edu.co:10495/33919
• Acceso en línea: https://hdl.handle.net/10495/33919
• Palabra clave: Action research; Cognitive processes; Critical Thinking; English as a foreign language; Interaction in education; Task-based learning; Aprendizaje basado en tareas; Interacción entre alumnos; Inglés como lengua extranjera; Investigación accion; Pensamiento crítico; http://id.loc.gov/authorities/subjects/sh85000722
• Rights: openAccess
• License: https://creativecommons.org/licenses/by-nc-sa/4.0/