Implementación del aprendizaje basado en tareas para mejorar la expresión oral de los alumnos de undécimo grado

Hoy en día, el inglés se ha convertido en una herramienta esencial para la comunicación y un objetivo educativo; sin embargo, los estudiantes a menudo se enfrentan a retos relacionados con la confianza y estrategias para expresarse. Este estudio examinó el impacto del aprendizaje basado en tareas (T...

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Autores:
García Pabón, Alejandra
Reiran Astudillo, Nicol Dayana
Sandoval Garavito, Ana Sofia
Báez Leguizamón, Luisa Fernanda
Tipo de recurso:
https://purl.org/coar/resource_type/c_7a1f
Fecha de publicación:
2025
Institución:
Universidad El Bosque
Repositorio:
Repositorio U. El Bosque
Idioma:
eng
OAI Identifier:
oai:repositorio.unbosque.edu.co:20.500.12495/18021
Acceso en línea:
https://hdl.handle.net/20.500.12495/18021
Palabra clave:
Comunicación
Estrategias socioafectivas y cognitivas
Colaboración
Producción oral
Aprendizaje basado en tareas
370.1175
Communication
Cognitive and socio-affective strategies
Collaboration
Oral production
Task-based learning
Rights
License
Attribution-NonCommercial-ShareAlike 4.0 International
id UNBOSQUE2_2005ab1754bed386600913e67ac88e17
oai_identifier_str oai:repositorio.unbosque.edu.co:20.500.12495/18021
network_acronym_str UNBOSQUE2
network_name_str Repositorio U. El Bosque
repository_id_str
dc.title.none.fl_str_mv Implementación del aprendizaje basado en tareas para mejorar la expresión oral de los alumnos de undécimo grado
dc.title.translated.none.fl_str_mv Implementing Task-Based Learning to enhance eleventh graders' oral production
title Implementación del aprendizaje basado en tareas para mejorar la expresión oral de los alumnos de undécimo grado
spellingShingle Implementación del aprendizaje basado en tareas para mejorar la expresión oral de los alumnos de undécimo grado
Comunicación
Estrategias socioafectivas y cognitivas
Colaboración
Producción oral
Aprendizaje basado en tareas
370.1175
Communication
Cognitive and socio-affective strategies
Collaboration
Oral production
Task-based learning
title_short Implementación del aprendizaje basado en tareas para mejorar la expresión oral de los alumnos de undécimo grado
title_full Implementación del aprendizaje basado en tareas para mejorar la expresión oral de los alumnos de undécimo grado
title_fullStr Implementación del aprendizaje basado en tareas para mejorar la expresión oral de los alumnos de undécimo grado
title_full_unstemmed Implementación del aprendizaje basado en tareas para mejorar la expresión oral de los alumnos de undécimo grado
title_sort Implementación del aprendizaje basado en tareas para mejorar la expresión oral de los alumnos de undécimo grado
dc.creator.fl_str_mv García Pabón, Alejandra
Reiran Astudillo, Nicol Dayana
Sandoval Garavito, Ana Sofia
Báez Leguizamón, Luisa Fernanda
dc.contributor.advisor.none.fl_str_mv Sanchez Moreno, Daniela
Rojas Rodríguez, Daniel Hernando
dc.contributor.author.none.fl_str_mv García Pabón, Alejandra
Reiran Astudillo, Nicol Dayana
Sandoval Garavito, Ana Sofia
Báez Leguizamón, Luisa Fernanda
dc.subject.none.fl_str_mv Comunicación
Estrategias socioafectivas y cognitivas
Colaboración
Producción oral
Aprendizaje basado en tareas
topic Comunicación
Estrategias socioafectivas y cognitivas
Colaboración
Producción oral
Aprendizaje basado en tareas
370.1175
Communication
Cognitive and socio-affective strategies
Collaboration
Oral production
Task-based learning
dc.subject.ddc.none.fl_str_mv 370.1175
dc.subject.keywords.none.fl_str_mv Communication
Cognitive and socio-affective strategies
Collaboration
Oral production
Task-based learning
description Hoy en día, el inglés se ha convertido en una herramienta esencial para la comunicación y un objetivo educativo; sin embargo, los estudiantes a menudo se enfrentan a retos relacionados con la confianza y estrategias para expresarse. Este estudio examinó el impacto del aprendizaje basado en tareas (TBL) en la producción oral de los estudiantes de undécimo de una escuela pública de Bogotá, y adoptó una investigación-acción cualitativa con 21 estudiantes (entre 16 y 19 años). Los datos se recopilaron a través de diarios de los profesores, artefactos y entrevistas semiestructuradas. La intervención se centró en tareas comunicativas, situaciones de la vida real y aprendizaje centrado en el estudiante, reveló mediante la triangulación que el TBL fomentó dos aspectos principales en los estudiantes: estrategias socioafectivas y cognitivas. Estos resultados ponen muestran que el TBL mejoró la confianza de los estudiantes y promovió su participación activa en las actividades del aula.
publishDate 2025
dc.date.accessioned.none.fl_str_mv 2025-10-30T15:13:39Z
dc.date.issued.none.fl_str_mv 2025-10
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_7a1f
dc.type.local.spa.fl_str_mv Tesis/Trabajo de grado - Monografía - Pregrado
dc.type.coar.none.fl_str_mv https://purl.org/coar/resource_type/c_7a1f
dc.type.driver.none.fl_str_mv info:eu-repo/semantics/bachelorThesis
dc.type.coarversion.none.fl_str_mv https://purl.org/coar/version/c_ab4af688f83e57aa
format https://purl.org/coar/resource_type/c_7a1f
dc.identifier.uri.none.fl_str_mv https://hdl.handle.net/20.500.12495/18021
dc.identifier.instname.spa.fl_str_mv instname:Universidad El Bosque
dc.identifier.reponame.spa.fl_str_mv reponame:Repositorio Institucional Universidad El Bosque
dc.identifier.repourl.none.fl_str_mv repourl:https://repositorio.unbosque.edu.co
url https://hdl.handle.net/20.500.12495/18021
identifier_str_mv instname:Universidad El Bosque
reponame:Repositorio Institucional Universidad El Bosque
repourl:https://repositorio.unbosque.edu.co
dc.language.iso.fl_str_mv eng
language eng
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spelling Sanchez Moreno, DanielaRojas Rodríguez, Daniel HernandoGarcía Pabón, AlejandraReiran Astudillo, Nicol DayanaSandoval Garavito, Ana SofiaBáez Leguizamón, Luisa Fernanda2025-10-30T15:13:39Z2025-10https://hdl.handle.net/20.500.12495/18021instname:Universidad El Bosquereponame:Repositorio Institucional Universidad El Bosquerepourl:https://repositorio.unbosque.edu.coHoy en día, el inglés se ha convertido en una herramienta esencial para la comunicación y un objetivo educativo; sin embargo, los estudiantes a menudo se enfrentan a retos relacionados con la confianza y estrategias para expresarse. Este estudio examinó el impacto del aprendizaje basado en tareas (TBL) en la producción oral de los estudiantes de undécimo de una escuela pública de Bogotá, y adoptó una investigación-acción cualitativa con 21 estudiantes (entre 16 y 19 años). Los datos se recopilaron a través de diarios de los profesores, artefactos y entrevistas semiestructuradas. La intervención se centró en tareas comunicativas, situaciones de la vida real y aprendizaje centrado en el estudiante, reveló mediante la triangulación que el TBL fomentó dos aspectos principales en los estudiantes: estrategias socioafectivas y cognitivas. Estos resultados ponen muestran que el TBL mejoró la confianza de los estudiantes y promovió su participación activa en las actividades del aula.PregradoLicenciado en Bilingüismo con Énfasis en la Enseñanza del InglésNowadays, English has become an essential tool for communication and an educational goal; however, students often face challenges related to confidence and strategies to express themselves. This study examined the impact of Task-Based Learning (TBL) on the oral production of eleventh-grade students at a public school in Bogotá. The study adopted qualitative action research with 21 students (aged 16-19). Data was gathered through teacher journals, artifacts and semi-structured interviews. The intervention which focused on communicative tasks, real-life situations and student-centered learning, revealed through triangulation that TBL fostered two main aspects in students: social-affective and cognitive strategies. Overall, these findings highlight that TBL is an effective method to build up oral production, an essential aspect of language learning. Moreover, TBL enhanced students’ confidence, fostering active participation and promoting meaningful learning environment.application/pdfAttribution-NonCommercial-ShareAlike 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-sa/4.0/Acceso abiertohttps://purl.org/coar/access_right/c_abf2http://purl.org/coar/access_right/c_abf2ComunicaciónEstrategias socioafectivas y cognitivasColaboraciónProducción oralAprendizaje basado en tareas370.1175CommunicationCognitive and socio-affective strategiesCollaborationOral productionTask-based learningImplementación del aprendizaje basado en tareas para mejorar la expresión oral de los alumnos de undécimo gradoImplementing Task-Based Learning to enhance eleventh graders' oral productionLicenciatura en Bilingüismo con Énfasis en la Enseñanza del InglésUniversidad El BosqueFacultad de EducaciónTesis/Trabajo de grado - Monografía - Pregradohttps://purl.org/coar/resource_type/c_7a1fhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesishttps://purl.org/coar/version/c_ab4af688f83e57aaAhmed, E., & Abdalrahman, I. (2017). The Effect of Using Communicative Language Teaching on EFL Learners' Speaking Skill. European Academic Research, 5(6), 2769-2791. https://www.researchgate.net/publication/359134271_The_Effect_of_Using_Communicative_language_Teaching_on_EFL_Learner's_Speaking_skillAlwahibee, K., & Al-Mutairi, A. (2024). Exploring EFL Teachers’ Views on Task-Based Learning and English for Specific Purposes in Saudi Arabia. Arab World English Journal, 15(4),168-188. https://dx.doi.org/10.24093/awej/vol15no4.11Asociación Médica Mundial AMM. (2015). Declaración de Helsinki. Retrieved 2024 from: https://minciencias.gov.co/sites/default/files/ckeditor_files/6.pdfArias, N. G., Arnaiz, N. Q., & Galarza, F. P. C. (2021). Trabajo grupal para la enseñanza del inglés comunicativo sincrónico y asincrónico en Uniandes. DOAJ (DOAJ: Directory Of Open Access Journals). http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S1990-86442021000500209Barham, K.A. (2023). 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