Aprendizaje basado en tareas para fomentar las habilidades comunicativas en inglés entre estudiantes de noveno grado

Este proyecto de investigación-acción tuvo como objetivo mejorar las habilidades de comunicación oral en inglés como lengua extranjera (EFL) de los estudiantes, mediante la implementación del enfoque pedagógico de Aprendizaje Basado en Tareas (Task-Based Learning, TBL). Se aplicó un enfoque cualitat...

Full description

Autores:
Bautista Díaz, Ivonne Alexandra
Martínez Rodríguez, María Camila
López Cristancho, Nicoll Yuliana
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:20.500.12495/18041
Acceso en línea:
https://hdl.handle.net/20.500.12495/18041
Palabra clave:
Aprendizaje de una segunda lengua
Habilidades comunicativas
Compromiso estudiantil
Aprendizaje activo
Aprendizaje experiencial
370.1175
Second language learning
Communication skills
Student engagement
Active learning
Experiential learning
Rights
License
Attribution-NonCommercial-ShareAlike 4.0 International
id UNBOSQUE2_67f7fbb3ca5c2394d3cf825ae3ae98ef
oai_identifier_str oai:repositorio.unbosque.edu.co:20.500.12495/18041
network_acronym_str UNBOSQUE2
network_name_str Repositorio U. El Bosque
repository_id_str
dc.title.none.fl_str_mv Aprendizaje basado en tareas para fomentar las habilidades comunicativas en inglés entre estudiantes de noveno grado
dc.title.translated.none.fl_str_mv Task-based learning to foster oral communication skills among ninth-grade students
title Aprendizaje basado en tareas para fomentar las habilidades comunicativas en inglés entre estudiantes de noveno grado
spellingShingle Aprendizaje basado en tareas para fomentar las habilidades comunicativas en inglés entre estudiantes de noveno grado
Aprendizaje de una segunda lengua
Habilidades comunicativas
Compromiso estudiantil
Aprendizaje activo
Aprendizaje experiencial
370.1175
Second language learning
Communication skills
Student engagement
Active learning
Experiential learning
title_short Aprendizaje basado en tareas para fomentar las habilidades comunicativas en inglés entre estudiantes de noveno grado
title_full Aprendizaje basado en tareas para fomentar las habilidades comunicativas en inglés entre estudiantes de noveno grado
title_fullStr Aprendizaje basado en tareas para fomentar las habilidades comunicativas en inglés entre estudiantes de noveno grado
title_full_unstemmed Aprendizaje basado en tareas para fomentar las habilidades comunicativas en inglés entre estudiantes de noveno grado
title_sort Aprendizaje basado en tareas para fomentar las habilidades comunicativas en inglés entre estudiantes de noveno grado
dc.creator.fl_str_mv Bautista Díaz, Ivonne Alexandra
Martínez Rodríguez, María Camila
López Cristancho, Nicoll Yuliana
dc.contributor.advisor.none.fl_str_mv Estrada Restrepo, Margarita Lucelly
dc.contributor.author.none.fl_str_mv Bautista Díaz, Ivonne Alexandra
Martínez Rodríguez, María Camila
López Cristancho, Nicoll Yuliana
dc.contributor.orcid.none.fl_str_mv Bautista Díaz,Ivonne Alexandra [0009-0007-7883-2316]
Martínez Rodríguez, María Camila [0009-0009-7233-8194]
López Cristancho,Nicoll Yuliana [0009-0005-4680-7947]
dc.subject.none.fl_str_mv Aprendizaje de una segunda lengua
Habilidades comunicativas
Compromiso estudiantil
Aprendizaje activo
Aprendizaje experiencial
topic Aprendizaje de una segunda lengua
Habilidades comunicativas
Compromiso estudiantil
Aprendizaje activo
Aprendizaje experiencial
370.1175
Second language learning
Communication skills
Student engagement
Active learning
Experiential learning
dc.subject.ddc.none.fl_str_mv 370.1175
dc.subject.keywords.none.fl_str_mv Second language learning
Communication skills
Student engagement
Active learning
Experiential learning
description Este proyecto de investigación-acción tuvo como objetivo mejorar las habilidades de comunicación oral en inglés como lengua extranjera (EFL) de los estudiantes, mediante la implementación del enfoque pedagógico de Aprendizaje Basado en Tareas (Task-Based Learning, TBL). Se aplicó un enfoque cualitativo, recopilando datos a través de entrevistas a estudiantes, observaciones en el aula y notas de campo, todos centrados en el desempeño oral de los alumnos. Las herramientas utilizadas a lo largo de esta investigación se basaron en los intereses de los estudiantes, incluyendo juegos de mesa y actividades de simulación (role-play) que fomentaron la interacción oral. Los hallazgos revelaron que el TBL tuvo un efecto positivo en las habilidades de comunicación oral en inglés de los estudiantes de noveno grado, a través de tres resultados interrelacionados: aprendizaje colaborativo durante las tareas orales, pensamiento crítico en los intercambios orales y fortalecimiento de la competencia comunicativa. Sin embargo, surgieron algunos desafíos, entre ellos: desinterés ocasional en las tareas orales, uso excesivo de la lengua materna durante las actividades orales, participación desigual en los grupos y vocabulario limitado. La orientación constante del docente, la retroalimentación y el apoyo en vocabulario ayudaron a mitigar estos problemas y a mantener el compromiso de los estudiantes en las tareas de comunicación oral.
publishDate 2025
dc.date.accessioned.none.fl_str_mv 2025-11-04T21:26:06Z
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/20.500.12495/18041
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/20.500.12495/18041
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
dc.relation.references.none.fl_str_mv Afifah, N., & Devana, T. (2020). Speaking skill through task Based learning in English foreign language classroom. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 7(2), 135-142. https://doi.org/10.33394/jo-elt.v7i2.3109
Alenezi, A. M. (2020). Task-Based Approach in Teaching Translation: A Case Study in Jouf University. Higher Education Studies, 10(2), 189-196
Andrade, H. L. (2019). A Critical Review of Research on Student Self-Assessment. In Frontiers in Education (Vol. 4). Frontiers Media S.A. https://doi.org/10.3389/feduc.2019.00087
Arisoy, B., & Aybek, B. (2021). The effects of subject-based critical thinking education in mathematics on students’ critical thinking skills and virtues*. Eurasian Journal of Educational Research, 2021(92), 99–120. https://doi.org/10.14689/ejer.2021.92.6
Azpilicueta-Martínez, R. (2020). Verbal evidence of task-related strategies in EFL: Children and adult interactions. International Journal of English Studies, 20(3), 1-28 http://dx.doi.org/10.6018/ijes.409961
Baca, L. (2011). Teaching English learners: Effective instructional practices. IRIS Center, Vanderbilt University.https://iris.peabody.vanderbilt.edu/module/ell/
Bai, B., & Zang, X. (2025). Bilingual learning motivation and engagement among students in Chinese-English bilingual education programmes in Mainland China: competing or coexistent?. Journal of Multilingual and Multicultural Development, 1-19. https://doi.org/10.1080/01434632.2024.2449071
Bhandari, L. P. (2020). Task-based language teaching: A current EFL approach. Advances in Language and Literary Studies, 11(1), 1-5. https://doi.org/10.7575/aiac.alls.v.11n.1p.1
Birt, L., Scott, S., Cavers, D., Campbell, C., & Walter, F. (2016). Member checking: A tool to enhance trustworthiness or merely a nod to validation? Qualitative Health Research, 26(13), 1802–1811. https://doi.org/10.1177/1049732316654870
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Brown, D. (2001). Teaching In Principle An Interactive Approach To Language Pedagogy. Second edition. New york. Pearson education.
Bryman, A. (2012). Social Research Methods. Oxford: Oxford University Press. University Press.
Bryman, A. (2016). Social research methods (4th ed.). [versión Adobe Acrobat PDF] Oxford
Bunmak, N. (2017). The influence of task-based learning on ELT in ASEAN context. LEARN Journal: Language Education and Acquisition Research Network, 10(1), 201-209 Centre for Critical Qualitative Health Research. (2018) Learning and Teaching Qualitative Research in Ontario: A Resource GuideLearning. eCampusOntario. http://qualitativeresearchontario.openetext.utoronto.ca/chapter/what-is-qualitative-research/
Castillo Losada, C. A., Insuasty, E. A., & Jaime Osorio, M. F. (2017). The impact of authentic materials and tasks on students' communicative competence at a Colombian language school. Profile Issues in TeachersProfessional Development, 19(1), 89-104. https://doi.org/10.15446/profile.v19n1.56763
Corbin, J., & Strauss, A. (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory. Sage publications.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Dalton, C. H. (2020). Uncovering culture inside the classroom: A look at language. Language Teacher, 44(6), 43-4 https://doi.org/10.37546/JALTTLT44.6-2
Dodd, A. (2024). The effects of task-based learning on young learners’ willingness to communicate. Action Research Reports. Nagoya University of Foreign Studies. https://www.nufs.ac.jp/media/Alex2023.pdf
Duong, T. M., & Nguyen, H. T. T. (2021). Implementing Task-Based Language Teaching in Vietnamese Secondary Schools: What Hinders EFL Teachers?. Tesl-Ej, 25(2),n2.
Ennis, R. H. (1985). A logical basis for measuring critical thinking skills. Educational leadership, 43(2), 44-48.
Fabregat Barrios, S., & Jodar Jurado, R. (2023). The Keys to Developing Communicative Competence as a School Project: A Qualitative View from Teachers’ Beliefs. Education Sciences, 14(1), 27. https://doi.org/10.3390/educsci14010027
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059 (Original work published 2004)
Flórez Vargas, S. M., Rodríguez Pérez, V., & Quintero Montoya, E. (2022). Project-based learning and task-based learning in EFL classrooms: Addressing their impact on learner's intrinsic motivation [Undergraduate thesis, Universidad Católica Luis Amigó]. Repositorio Institucional Universidad Católica Luis Amigó.
Goh, C. C (2007). Research into practice: Scaffolding learning processes to improve speaking performance. Language Teaching, 50, 247-26
Hymes, D. H. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics: Selected readings (pp. 269–293). Penguin. https://wwwhomes.uni-bielefeld.de/sgramley/Hymes-2.pdf
Jaramillo Cherrez, N., & Nadolny, L. (2023). Willingness to communicate and oral communicative performance through asynchronous video discussions. Language Learning & Technology, 27(1), 1–23. http://hdl.handle.net/10125/73521
Jick, T. D. (1979). Mixing Qualitative and Quantitative Methods: Triangulation in Action. Administrative Science Quarterly, 24(4), 602–611. https://doi.org/10.2307/2392366
Johnson, A. P. (2014). A short guide to action research (5th ed.). Pearson Education.
Kositchaivat, S. (2025). The Effects of Task-Based Learning and Graphic Organizer Techniques on the Developing Student Teacher Professional Competency in Listening and Speaking Skills. LEARN Journal: Language Education and Acquisition Research Network, 18(1), 859–882. https://doi.org/10.70730/NESC6564
Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413–468). San Diego, CA: Academic Press. https://doi.org/10.1016/B978-012589042-7/50015-3
Mayo, I. C., & Barrioluengo, E. P. (2017). Oral Communicative Competence of Primary School Students. Journal of Education and Learning, 6(4), 57. https://doi.org/10.5539/jel.v6n4p57
McNiff, J. (2002). Action research for professional development. http://www.jeanmcniff.com/booklet1.html
Minero, E. (2016, April 19). Student surveys: Using student voice to improve teaching and learning.dents' Motivation in English Language Classrooms. LEARN Journal: Language Education and Acquisition Research Network, 13(1), 94-113.
Phithakmethakun, N., & Chinokul, S. (2020). Enhancing students’ motivation in an English classroom using communicative activities: An action research study. English Language Teaching, 13(5), 1–13. https://doi.org/10.5539/elt.v13n5p1
Peters, T., Johnston, E., Bolles, H., Ogilvie, C., Knaub, A., & Holme, T. (2020). Benefits to Students of Team-Based Learning in Large Enrollment Calculus. PRIMUS, 30(2), 211– 229. https://doi.org/10.1080/10511970.2018.1542417
Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice. Sage publications.
Ruiz, N. (2023). Potential Implications of Task-Based Language Teaching on Developing EFL Learners' Oral Fluency. IJL
Tehrani, F. A. (2018). Feedback for writing or writing for feedback. Journal of Language and Linguistic Studies, 14(4), 162-178. https://files.eric.ed.gov/fulltext/EJ1201936.pdf
Toro, V., Camacho-Minuche, G., Pinza-Tapia, E., & Paredes, F. (2019). The Use of the Communicative Language Teaching Approach to Improve Students' Oral Skills. English Language Teaching, 12(1), 110-118. https://doi.org/10.5539/elt.v12n1
Young, R. F. (2011). Interactional competence in language learning, teaching, and testing. In Handbook of research in second language teaching and learning (pp. 426-443). Routledge.
dc.rights.en.fl_str_mv Attribution-NonCommercial-ShareAlike 4.0 International
dc.rights.coar.fl_str_mv http://purl.org/coar/access_right/c_abf2
dc.rights.uri.none.fl_str_mv http://creativecommons.org/licenses/by-nc-sa/4.0/
dc.rights.local.spa.fl_str_mv Acceso abierto
dc.rights.accessrights.none.fl_str_mv https://purl.org/coar/access_right/c_abf2
rights_invalid_str_mv Attribution-NonCommercial-ShareAlike 4.0 International
http://creativecommons.org/licenses/by-nc-sa/4.0/
Acceso abierto
https://purl.org/coar/access_right/c_abf2
http://purl.org/coar/access_right/c_abf2
dc.format.mimetype.none.fl_str_mv application/pdf
dc.publisher.program.spa.fl_str_mv Licenciatura en Bilingüismo con Énfasis en la Enseñanza del Inglés
dc.publisher.grantor.spa.fl_str_mv Universidad El Bosque
dc.publisher.faculty.spa.fl_str_mv Facultad de Educación
institution Universidad El Bosque
bitstream.url.fl_str_mv https://repositorio.unbosque.edu.co/bitstreams/8983ddd9-d4d4-416b-b9c2-14899a6cfb43/download
https://repositorio.unbosque.edu.co/bitstreams/1ce78efc-088a-4f6d-bf13-5b0eac410fd2/download
https://repositorio.unbosque.edu.co/bitstreams/fdaa4fc8-1fdb-4989-8e7e-5c847f92939e/download
https://repositorio.unbosque.edu.co/bitstreams/0ff1894a-c761-4b1a-a8fc-da0d16c049c5/download
https://repositorio.unbosque.edu.co/bitstreams/10b6f71d-761b-4a84-bc38-f91282fdaba2/download
bitstream.checksum.fl_str_mv f06af22bfd8636c5201352007ffedf36
ec40f859079a6f33c72543053643e85f
38394274052e3269aa6027c03711e3d3
fd0cfa270579e4fbffe0fa7ce9486193
69c7d1fea1b67f73a10c194afeb39b1b
bitstream.checksumAlgorithm.fl_str_mv MD5
MD5
MD5
MD5
MD5
repository.name.fl_str_mv Repositorio Institucional Universidad El Bosque
repository.mail.fl_str_mv bibliotecas@biteca.com
_version_ 1849967133342040064
spelling Estrada Restrepo, Margarita LucellyBautista Díaz, Ivonne AlexandraMartínez Rodríguez, María CamilaLópez Cristancho, Nicoll YulianaBautista Díaz,Ivonne Alexandra [0009-0007-7883-2316]Martínez Rodríguez, María Camila [0009-0009-7233-8194]López Cristancho,Nicoll Yuliana [0009-0005-4680-7947]2025-11-04T21:26:06Z2025-10https://hdl.handle.net/20.500.12495/18041instname:Universidad El Bosquereponame:Repositorio Institucional Universidad El Bosquerepourl:https://repositorio.unbosque.edu.coEste proyecto de investigación-acción tuvo como objetivo mejorar las habilidades de comunicación oral en inglés como lengua extranjera (EFL) de los estudiantes, mediante la implementación del enfoque pedagógico de Aprendizaje Basado en Tareas (Task-Based Learning, TBL). Se aplicó un enfoque cualitativo, recopilando datos a través de entrevistas a estudiantes, observaciones en el aula y notas de campo, todos centrados en el desempeño oral de los alumnos. Las herramientas utilizadas a lo largo de esta investigación se basaron en los intereses de los estudiantes, incluyendo juegos de mesa y actividades de simulación (role-play) que fomentaron la interacción oral. Los hallazgos revelaron que el TBL tuvo un efecto positivo en las habilidades de comunicación oral en inglés de los estudiantes de noveno grado, a través de tres resultados interrelacionados: aprendizaje colaborativo durante las tareas orales, pensamiento crítico en los intercambios orales y fortalecimiento de la competencia comunicativa. Sin embargo, surgieron algunos desafíos, entre ellos: desinterés ocasional en las tareas orales, uso excesivo de la lengua materna durante las actividades orales, participación desigual en los grupos y vocabulario limitado. La orientación constante del docente, la retroalimentación y el apoyo en vocabulario ayudaron a mitigar estos problemas y a mantener el compromiso de los estudiantes en las tareas de comunicación oral.PregradoLicenciado en Bilingüismo con Énfasis en la Enseñanza del InglésThis action research aimed to improve students’ oral communication skills in English as a Foreign Language (EFL) through the implementation of the pedagogical approach of Task-Based Learning (TBL). A qualitative framework was applied, collecting data from student interviews, classroom observations, and field notes, all focused on students’ oral performance. The tools used throughout this research were based on students’ interests, including board games and role-play activities that encouraged spoken interaction. The findings revealed that TBL positively effected ninth graders’ English oral communication skills through three interconnected outcomes: collaborative learning during speaking tasks, critical thinking in oral exchanges, and communicative competence enhancement. However, challenges emerged including: occasional disinterest in speaking tasks, overuse of the first language during oral activities, uneven group participation, and limited vocabulary. Consistent teacher guidance, feedback, and vocabulary support helped mitigate these issues and sustain student engagement in oral communication tasks.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_abf2Aprendizaje de una segunda lenguaHabilidades comunicativasCompromiso estudiantilAprendizaje activoAprendizaje experiencial370.1175Second language learningCommunication skillsStudent engagementActive learningExperiential learningAprendizaje basado en tareas para fomentar las habilidades comunicativas en inglés entre estudiantes de noveno gradoTask-based learning to foster oral communication skills among ninth-grade studentsLicenciatura 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_ab4af688f83e57aaAfifah, N., & Devana, T. (2020). Speaking skill through task Based learning in English foreign language classroom. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 7(2), 135-142. https://doi.org/10.33394/jo-elt.v7i2.3109Alenezi, A. M. (2020). Task-Based Approach in Teaching Translation: A Case Study in Jouf University. Higher Education Studies, 10(2), 189-196Andrade, H. L. (2019). A Critical Review of Research on Student Self-Assessment. In Frontiers in Education (Vol. 4). Frontiers Media S.A. https://doi.org/10.3389/feduc.2019.00087Arisoy, B., & Aybek, B. (2021). The effects of subject-based critical thinking education in mathematics on students’ critical thinking skills and virtues*. Eurasian Journal of Educational Research, 2021(92), 99–120. https://doi.org/10.14689/ejer.2021.92.6Azpilicueta-Martínez, R. (2020). Verbal evidence of task-related strategies in EFL: Children and adult interactions. International Journal of English Studies, 20(3), 1-28 http://dx.doi.org/10.6018/ijes.409961Baca, L. (2011). Teaching English learners: Effective instructional practices. IRIS Center, Vanderbilt University.https://iris.peabody.vanderbilt.edu/module/ell/Bai, B., & Zang, X. (2025). Bilingual learning motivation and engagement among students in Chinese-English bilingual education programmes in Mainland China: competing or coexistent?. Journal of Multilingual and Multicultural Development, 1-19. https://doi.org/10.1080/01434632.2024.2449071Bhandari, L. P. (2020). Task-based language teaching: A current EFL approach. Advances in Language and Literary Studies, 11(1), 1-5. https://doi.org/10.7575/aiac.alls.v.11n.1p.1Birt, L., Scott, S., Cavers, D., Campbell, C., & Walter, F. (2016). Member checking: A tool to enhance trustworthiness or merely a nod to validation? Qualitative Health Research, 26(13), 1802–1811. https://doi.org/10.1177/1049732316654870Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oaBrown, D. (2001). Teaching In Principle An Interactive Approach To Language Pedagogy. Second edition. New york. Pearson education.Bryman, A. (2012). Social Research Methods. Oxford: Oxford University Press. University Press.Bryman, A. (2016). Social research methods (4th ed.). [versión Adobe Acrobat PDF] OxfordBunmak, N. (2017). The influence of task-based learning on ELT in ASEAN context. LEARN Journal: Language Education and Acquisition Research Network, 10(1), 201-209 Centre for Critical Qualitative Health Research. (2018) Learning and Teaching Qualitative Research in Ontario: A Resource GuideLearning. eCampusOntario. http://qualitativeresearchontario.openetext.utoronto.ca/chapter/what-is-qualitative-research/Castillo Losada, C. A., Insuasty, E. A., & Jaime Osorio, M. F. (2017). The impact of authentic materials and tasks on students' communicative competence at a Colombian language school. Profile Issues in TeachersProfessional Development, 19(1), 89-104. https://doi.org/10.15446/profile.v19n1.56763Corbin, J., & Strauss, A. (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory. Sage publications.Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.Dalton, C. H. (2020). Uncovering culture inside the classroom: A look at language. Language Teacher, 44(6), 43-4 https://doi.org/10.37546/JALTTLT44.6-2Dodd, A. (2024). The effects of task-based learning on young learners’ willingness to communicate. Action Research Reports. Nagoya University of Foreign Studies. https://www.nufs.ac.jp/media/Alex2023.pdfDuong, T. M., & Nguyen, H. T. T. (2021). Implementing Task-Based Language Teaching in Vietnamese Secondary Schools: What Hinders EFL Teachers?. Tesl-Ej, 25(2),n2.Ennis, R. H. (1985). A logical basis for measuring critical thinking skills. Educational leadership, 43(2), 44-48.Fabregat Barrios, S., & Jodar Jurado, R. (2023). The Keys to Developing Communicative Competence as a School Project: A Qualitative View from Teachers’ Beliefs. Education Sciences, 14(1), 27. https://doi.org/10.3390/educsci14010027Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059 (Original work published 2004)Flórez Vargas, S. M., Rodríguez Pérez, V., & Quintero Montoya, E. (2022). Project-based learning and task-based learning in EFL classrooms: Addressing their impact on learner's intrinsic motivation [Undergraduate thesis, Universidad Católica Luis Amigó]. Repositorio Institucional Universidad Católica Luis Amigó.Goh, C. C (2007). Research into practice: Scaffolding learning processes to improve speaking performance. Language Teaching, 50, 247-26Hymes, D. H. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics: Selected readings (pp. 269–293). Penguin. https://wwwhomes.uni-bielefeld.de/sgramley/Hymes-2.pdfJaramillo Cherrez, N., & Nadolny, L. (2023). Willingness to communicate and oral communicative performance through asynchronous video discussions. Language Learning & Technology, 27(1), 1–23. http://hdl.handle.net/10125/73521Jick, T. D. (1979). Mixing Qualitative and Quantitative Methods: Triangulation in Action. Administrative Science Quarterly, 24(4), 602–611. https://doi.org/10.2307/2392366Johnson, A. P. (2014). A short guide to action research (5th ed.). Pearson Education.Kositchaivat, S. (2025). The Effects of Task-Based Learning and Graphic Organizer Techniques on the Developing Student Teacher Professional Competency in Listening and Speaking Skills. LEARN Journal: Language Education and Acquisition Research Network, 18(1), 859–882. https://doi.org/10.70730/NESC6564Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413–468). San Diego, CA: Academic Press. https://doi.org/10.1016/B978-012589042-7/50015-3Mayo, I. C., & Barrioluengo, E. P. (2017). Oral Communicative Competence of Primary School Students. Journal of Education and Learning, 6(4), 57. https://doi.org/10.5539/jel.v6n4p57McNiff, J. (2002). Action research for professional development. http://www.jeanmcniff.com/booklet1.htmlMinero, E. (2016, April 19). Student surveys: Using student voice to improve teaching and learning.dents' Motivation in English Language Classrooms. LEARN Journal: Language Education and Acquisition Research Network, 13(1), 94-113.Phithakmethakun, N., & Chinokul, S. (2020). Enhancing students’ motivation in an English classroom using communicative activities: An action research study. English Language Teaching, 13(5), 1–13. https://doi.org/10.5539/elt.v13n5p1Peters, T., Johnston, E., Bolles, H., Ogilvie, C., Knaub, A., & Holme, T. (2020). Benefits to Students of Team-Based Learning in Large Enrollment Calculus. PRIMUS, 30(2), 211– 229. https://doi.org/10.1080/10511970.2018.1542417Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice. Sage publications.Ruiz, N. (2023). Potential Implications of Task-Based Language Teaching on Developing EFL Learners' Oral Fluency. IJLTehrani, F. A. (2018). Feedback for writing or writing for feedback. Journal of Language and Linguistic Studies, 14(4), 162-178. https://files.eric.ed.gov/fulltext/EJ1201936.pdfToro, V., Camacho-Minuche, G., Pinza-Tapia, E., & Paredes, F. (2019). The Use of the Communicative Language Teaching Approach to Improve Students' Oral Skills. English Language Teaching, 12(1), 110-118. https://doi.org/10.5539/elt.v12n1Young, R. F. (2011). Interactional competence in language learning, teaching, and testing. In Handbook of research in second language teaching and learning (pp. 426-443). Routledge.engLICENSElicense.txtlicense.txttext/plain; charset=utf-82109https://repositorio.unbosque.edu.co/bitstreams/8983ddd9-d4d4-416b-b9c2-14899a6cfb43/downloadf06af22bfd8636c5201352007ffedf36MD51falseAnonymousREADCarta de autorizacion.pdfapplication/pdf231494https://repositorio.unbosque.edu.co/bitstreams/1ce78efc-088a-4f6d-bf13-5b0eac410fd2/downloadec40f859079a6f33c72543053643e85fMD513falseBiblioteca - (Publicadores)READAnexo 1 Acta general de aprobacion.pdfapplication/pdf254424https://repositorio.unbosque.edu.co/bitstreams/fdaa4fc8-1fdb-4989-8e7e-5c847f92939e/download38394274052e3269aa6027c03711e3d3MD514falseBiblioteca - (Publicadores)READORIGINALTrabajo de grado.pdfTrabajo de grado.pdfapplication/pdf742173https://repositorio.unbosque.edu.co/bitstreams/0ff1894a-c761-4b1a-a8fc-da0d16c049c5/downloadfd0cfa270579e4fbffe0fa7ce9486193MD511trueAnonymousREAD2030-11-04CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-81161https://repositorio.unbosque.edu.co/bitstreams/10b6f71d-761b-4a84-bc38-f91282fdaba2/download69c7d1fea1b67f73a10c194afeb39b1bMD512falseAnonymousREAD20.500.12495/18041oai:repositorio.unbosque.edu.co:20.500.12495/180412025-11-04T21:28:20.131315Zhttp://creativecommons.org/licenses/by-nc-sa/4.0/Attribution-NonCommercial-ShareAlike 4.0 Internationalembargo2030-11-04https://repositorio.unbosque.edu.coRepositorio Institucional Universidad El Bosquebibliotecas@biteca.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

Publicaciones similares