Logotipo del repositorio

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

Vista sencilla de ítem
dc.contributor.advisorSanchez Moreno, Daniela
dc.contributor.advisorRojas Rodríguez, Daniel Hernando
dc.contributor.authorGarcía Pabón, Alejandra
dc.contributor.authorReiran Astudillo, Nicol Dayana
dc.contributor.authorSandoval Garavito, Ana Sofia
dc.contributor.authorBáez Leguizamón, Luisa Fernanda
dc.date.accessioned2025-10-30T15:13:39Z
dc.date.issued2025-10
dc.description.abstractHoy 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.
dc.description.abstractenglishNowadays, 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.
dc.description.degreePregradospa
dc.description.degreenameLicenciado en Bilingüismo con Énfasis en la Enseñanza del Inglésspa
dc.format.mimetypeapplication/pdf
dc.identifier.instnameinstname:Universidad El Bosquespa
dc.identifier.reponamereponame:Repositorio Institucional Universidad El Bosquespa
dc.identifier.repourlrepourl:https://repositorio.unbosque.edu.co
dc.identifier.urihttps://hdl.handle.net/20.500.12495/18021
dc.language.isoen_US
dc.publisher.facultyFacultad de Educaciónspa
dc.publisher.grantorUniversidad El Bosquespa
dc.publisher.programLicenciatura en Bilingüismo con Énfasis en la Enseñanza del Inglésspa
dc.relation.referencesAhmed, 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_skill
dc.relation.referencesAlwahibee, 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/vol15no4.11
dc.relation.referencesAsociación Médica Mundial AMM. (2015). Declaración de Helsinki. Retrieved 2024 from: https://minciencias.gov.co/sites/default/files/ckeditor_files/6.pdf
dc.relation.referencesArias, 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=S1990-86442021000500209
dc.relation.referencesBarham, K.A. (2023). The Use of Reflective Journals in the Development of Teaching Skills and Teacher Education in the Occupied West Bank. Journal of Education in Muslim Societies 5(1), 26-46. https://dx.doi.org/10.2979/jems.2023.a911229.
dc.relation.referencesBocanegra Bonilla, C., & Ramirez Valencia, A. (2018). Speaking Activities to Foster Students' Oral Performance at a Public School. English Language Teaching, 11(8), 65-72. https://doi.org/10.5539/elt.v11n8p65
dc.relation.referencesBonilla Carvajal, C., & Tejada-Sanchez, I. (2016). Unanswered Questions in Colombia’s Foreign Language Education Policy. Profile: Issues in Teachers’ Professional Development, 18(1), 185–201. https://doi.org/10.15446/profile.v18n1.51996
dc.relation.referencesBourn, D. (2018). Understanding global skills for 21st-century professions. Palgrave Macmillan. https://doi.org/10.1007/978-3-319-97655-6
dc.relation.referencesCaicedo, D., Corrales, J., Londoño, L., & Rendon, A. (2018). Estrategias pedagógicas para la enseñanza del inglés en Escuela Nueva. Universidad Pontificia Bolivariana. http://hdl.handle.net/20.500.11912/4329.
dc.relation.referencesBurton, K., & McNamara, J. (2009). Assessing reflection skills in law using criterion. Legal Education Review, 19(1), Article 8
dc.relation.referencesBagherpour, N., Rashtchi, M., & Birjandi, P. (2017). The Impact of Mediational Artifact Types on EFL Learners’ Writing Complexity: Collaboration vs. Asynchronous Artifacts. Journal Of Universal Language, 7(4), 37-47. http://journals.iau.ir/article_536833_ced4c1ce016d002c012236b038452c9b.pdf
dc.relation.referencesBenavides, M. O., & Gómez-Restrepo, C. (2005). Métodos en investigación cualitativa: triangulación. Revista Colombiana de Psiquiatría, 34(1), 118-124. https://www.redalyc.org/pdf/806/80628403009.pdf
dc.relation.referencesBaker, M. (2015). Collaboration in collaborative learning. Interaction Studies, 16, 451-473. https://doi.org/10.1075/IS.16.3.05BAK.
dc.relation.referencesColombia. Ministerio de Educación Nacional [MEN]. (1994). Ley General de Educación (Ley 115 del 8 de Febrero de 1994) Retrieved August 25, 2024 from http://www.mineducacion.gov.co/1621/articles-85906_archivo_pdf.pdf
dc.relation.referencesColombia. Ministerio de Educación Nacional [MEN]. (2005). Altablero, 37, Octubre-Diciembre. Retrieved August 25, 2024 from https://www.mineducacion.gov.co/1621/article-97498.html
dc.relation.referencesCampos Carles-Enric (2017). La observación participante y no participante en érséctiva cualitativa. Universitat Oberta de Catalunya. https://openaccess.uoc.edu/bitstream/10609/140407/4/Ana%C2%BFlisis%20de%20datos%20en%20la%20Administracio%C2%BFn%20Pu%C2%BFblica%20II_Mo%C2%BFdulo4_La%20observacio%C2%BFn%20participante%20y%20no%20participante%20en%20perspectiva%20cualitativa.pdf
dc.relation.referencesCárdenas, M. (2024). Promoting Student Engagement and Oral Proficiency in English Through the Implementation of Task-Based Learning(TBL). Universidad de Antioquia. https://hdl.handle.net/10495/45322
dc.relation.referencesCastro, W., & Oseda, D. (2017). Estudio de estrategias cognitivas, metacognitivas y socioemocionales: Su efecto en estudiantes. Opción, 33(84), 557–576. https://www.redalyc.org/journal/310/31054991020/html/
dc.relation.referencesConstitución Política de Colombia [Const]. Art. 15. de julio de 1991 (Colombia). https://colombia.justia.com/nacionales/constitucion-politica-de-colombia/titulo-ii/capitulo-1/#articulo-15
dc.relation.referencesChapelle, C. A. (2003). English Language Learning and Technology: Lectures on applied linguistics in the age of information and communication technology. http://ndl.ethernet.edu.et/bitstream/123456789/36908/1/89.pdf
dc.relation.referencesMasuram, J., & Sripada, P. N. (2020). DEVELOPING SPOKEN FLUENCY THROUGH TASK-BASED TEACHING. Procedia Computer Science, 172, 623-630. https://doi.org/10.1016/j.procs.2020.05.080
dc.relation.referencesMontes, D. (2022, 15 julio). The Influence of Task-Based Learning (TBL) on the Oral Production of 6th graders. Repositorio Digital Universidad de Caldas. https://repositorio.ucaldas.edu.co/handle/ucaldas/17838
dc.relation.referencesElmahdi, O. (2016). The impact of task-based approach on EFL learner’s performance. World Journal of Educational Research, 3(2). https://doi.org/10.22158/wjer.v3n2p301
dc.relation.referencesFandiño-Parra, Y. J., Bermúdez-Jiménez, J. R., & Lugo-Vásquez, V. E. (2013). Retos del Programa Nacional de Bilingüismo. Colombia Bilingüe. Educación Y Educadores, 15(3), 363–382. https://educacionyeducadores.unisabana.edu.co/index.php/eye/article/view/2172
dc.relation.referencesGalarza, A., León, J., Molina, A., & Ruiz, L. (2020). Aprendizaje basado en tareas a través del constructivismo social para promover la competencia comunicativa en estudiantes de inglés como lengua extranjera. Repositorio Institucional Universidad el Bosque. https://hdl.handle.net/20.500.12495/5619
dc.relation.referencesGoh, C. C., & Burns, A. (2012). Teaching speaking: A holistic approach. Cambridge University Press. https://books.google.es/books?id=BUmyAAAAQBAJ&lpg=PR9&ots=FPsFB3ZvlH&dq=Teaching%20speaking%3A%20A%20holistic%20approach.&lr&hl=es&pg=PR8#v=onepage&q=Teaching%20speaking:%20A%20holistic%20approach.&f=false
dc.relation.referencesGómez de la Paz, J. (2022). Improving multicultural competences through TBL in the ELT classroom wonders of the world as multicultural element. Universidad Pedagógica Nacional. http://rixplora.upn.mx/jspui/bitstream/RIUPN/143578/3/1742%20-%20UPN092EEAILEGOJA2022.pdf
dc.relation.referencesHa, N., Loc, N., & Tuyen, T. (2021). TASK-BASED APPROACH: AN OVERVIEW. European Journal Of English Language Teaching, 7(1). https://doi.org/10.46827/ejel.v7i1.4090
dc.relation.referencesHeale, R., & Forbes, D. (2013). Understanding triangulation in research. Evidence-Based Nursing, 16(4), 98. doi:10.1136/eb-2013-101494
dc.relation.referencesHeale R & Twycross A. (2017). What is a case study? Evidence-Based Nursing (21), 7-8. https://doi.org/10.1136/eb-2017-102845
dc.relation.referencesHenson, K. T. (1996). Teachers as researchers. In J. Sikula (Ed), Handbook of research on teacher education (2nd ed., pp. 53–66). New York: Macmillan.
dc.relation.referencesJohnson, A. (2008). A short guide to action research (3rd ed.). Upper Saddle River, NJ: Pearson
dc.relation.referencesJamshed, S. (2014). Qualitative research method: Interviewing and observation. Journal of Basic and Clinical Pharmacy, 5(4), 87–88. https://doi.org/10.4103/0976-0105.141942
dc.relation.referencesKianiparsa, P. (2015). Communicative Language Teaching in Different Countries : Teachers’ and Students’ Subjective Theories on CLT Concerning Cross-Cultural Awareness in Germany, Iran, the Netherlands, and Sweden. Cuvillier Verlag. https://research-ebsco-com.ezproxy.unbosque.edu.co/linkprocessor/plink?id=dc6dcfbb-c630-379c-a79a-6e0967c280d9
dc.relation.referencesLynch, T., & Maclean, J. (2000). Exploring the benefits of task repetition and recycling for classroom language learning. Language Teaching Research, 4(3), 221-250. https://doi.org/10.1177/136216880000400303
dc.relation.referencesLiu, Q., Wong, E., & Bailey, P. (2025). Task-based material design in Japanese tour guide courses: fostering adaptability and sustainable learning. International Journal Of Evaluation And Research In Education (IJERE), 14(4), 3234. https://doi.org/10.11591/ijere.v14i4.31736
dc.relation.referencesLozada, T. (2021). The task-based learning method and the oral skill. https://repositorio.uta.edu.ec/handle/123456789/32604
dc.relation.referencesLong M. and Crookes G. (1992). Three approaches to task-based syllabus design. TESOL Quarterly 26(1), 27–56. https://www-jstor-org.ezproxy.unbosque.edu.co/stable/3587368?seq=17
dc.relation.referencesLoewen, S., & Sato, M. (2018). Interaction and instructed second language acquisition. Language Teaching, 51(3), 285–329. https://doi.org/10.1017/S0261444818000125
dc.relation.referencesMahu, D. (2012). WHY IS LEARNING ENGLISH SO BENEFICIAL NOWADAYS? International Journal of Communication Research, 2(4), 374-376. https://login.ezproxy.unbosque.edu.co/login?url=https://www.proquest.com/scholarly-journals/why-is-learning-english-so-beneficial-nowadays/docview/1274744090/se-2
dc.relation.referencesMackey, A. (1999). Input, interaction, and second language development: An empirical study of question formation in ESL. Studies in second language acquisition, 21(4), 557-587. https://doi.org/10.1017/S0272263199004027
dc.relation.referencesMadrid Fernández, D. (2001). Materiales didácticos para la enseñanza del inglés en Ciencias de la Educación. Revista de Enseñanza Universitaria, nº extraordinario 2001, 213-232.
dc.relation.referencesMaksum, H., Purwanto, W., Siman, Ampera, D., Yuvenda, D., & Hasan, H. (2024). Improving problem-solving and communication skills in automotive vocational education through the development of Teaching Factory Model with Problem-Based Learning (TEFAPBL) concept. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 12(2), 364-386. https://doi.org/10.46328/ijemst.3941
dc.relation.referencesMerriam, S. B., & Tisdell, E. J. (2016). Qualitative Research: A Guide to Design and Implementation (4th ed.). San Francisco, CA: Jossey Bass.
dc.relation.referencesMejía, A. M. (2004). Bilingual Education in Colombia: Towards an Integrated Perspective. International Journal of Bilingual Education and Bilingualism, 7(5), 381–397. https://doi-org.ezproxy.unbosque.edu.co/10.1080/13670050408667821
dc.relation.referencesMerriam, S. B. (1998). Qualitative Research and Case Study Applications in Education: Revised and Expanded from Case Study Research in Education. Jossey-Bass Publishers.
dc.relation.referencesMerriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons, Incorporated.
dc.relation.referencesMenter, I., Elliot, D., Hulme, M., Lewin, J., & Lowden, K. (2011). Interviewing. In A Guide to Practitioner Research in Education (pp. 126-147). SAGE Publications Ltd, https://doi.org/10.4135/9781473957770
dc.relation.referencesMartín-Monje, E., & Borthwick, K. (2021). Assessing foreign-language students’ speaking performance through a digital platform: Challenges and findings. Education Sciences, 13(10), 1039. https://doi.org/10.3390/educsci13101039
dc.relation.referencesNaranjo, G. (2016). El uso de la metodología basada en tareas (TBL–Task-Based Learning) en el desarrollo de la destreza y producción oral (Speaking) del idioma inglés en los estudiantes de segundo de bachillerato de la unidad educativa mayor “Ambato” del cantón Ambato provincia de Tungurahua. Trabajo de Graduación. Ambato-Ecuador: Universidad Técnica de Ambato. http://repositorio.uta.edu.ec/jspui/handle/123456789/19546
dc.relation.referencesNashruddin, N., Ningtyas, P. R., & Ekamurti, N. (2018). INCREASING THE STUDENTS’ MOTIVATION IN READING ENGLISH MATERIALS THROUGH TASK-BASED LEARNING (TBL) STRATEGY (A Classroom Action Research at the First Year Students of SMP Dirgantara Makassar). Scolae: Journal of Pedagogy, 1(1), 44-53.
dc.relation.referencesNamaziandost, E., Homayouni, M., & Rahmani, P. (2020). The impact of cooperative learning approach on the development of EFL learners’ speaking fluency. Cogent Arts & Humanities, 7(1), 1780811. https://doi.org/10.1080/23311983.2020.1780811
dc.relation.referencesOmar, S. F. (2020). Interactive language learning activities for learners’ communicative ability. International Journal of Evaluation and Research in Education, 9(4), 1010–1016. https://files.eric.ed.gov/fulltext/EJ1274774.pdf
dc.relation.referencesPeña, M., & Onatra, A. (2009). Promoting Oral Production through the Task-Based Learning Approach: A Study in a Public Secondary School in Colombia. Profile Issues in Teachers' Professional Development 11(2), 11-26. https://doaj.org/article/722ac152d33342ec8940fe27efa652b7
dc.relation.referencesShofwani, S. A., Faridi, A., & Anggani Linggar Bharati, D. (2019). The effectiveness of affective and social strategies to teach speaking for students with high and low self-confidence. English Education Journal, 9(2), 244–253. https://doi.org/10.15294/eej.v9i2.29934
dc.relation.referencesVelásquez‑Hoyos, C. (2021). Fostering talk as performance in an EFL class through dialogic strategies. HOW, 28(2), 29–48. https://doi.org/10.19183/how.28.2.555
dc.relation.referencesQuezada, R. A. G. (2014). Reflexiones sobre las bases y procedimientos de la Teoría Fundamentada. Ciencia Docencia y Tecnología, 25(48), 149-172. https://dialnet.unirioja.es/descarga/articulo/4751827.pdf
dc.relation.referencesRahimi & Katal (2012). Metacognitive Strategies Awareness and Success in Learning English as a Foreign Language: An Overview. Procedia - Social And Behavioral Sciences, 31, 73-81. https://doi.org/10.1016/j.sbspro.2011.12.019
dc.relation.referencesRichards JC, Farrell TSC. Keeping a teaching journal. In: Professional Development for Language Teachers: Strategies for Teacher Learning. Cambridge Language Education. Cambridge University Press; 2005:68-84.
dc.relation.referencesRutherford, S. (2014). Collaborative Learning: Theory, Strategies, and Educational Benefits. Nova Science Publishers, Inc.
dc.relation.referencesRojas, L., & Castaño, D. (2021). Theme-based teaching to promote oral fluency in a university in Colombia. Latin American Journal of Education, 13(4), 211-225. https://www.researchgate.net/publication/353318906
dc.relation.referencesSalih, M. (2014). Teachers’ perceptions and students’ motivation to Thinking-based Learning (TBL) in a classroom context. Journal of Research, Policy & Practice of Teachers and Teacher Education, 4(2), 5-14. https://ojs.upsi.edu.my/index.php/JRPPTTE/article/view/182/131.
dc.relation.referencesSecretaría de Educación del Distrito [SED]. (2023). Bogotá mejora significativamente en los resultados de la prueba Saber 11. Educación Bogotá. Retrieved September 2, 2024 from https://www.educacionbogota.edu.co/portal_institucional/noticia/bogota-mejora-significativamente-en-los-resultados-de-la-prueba-saber-11-en-2023
dc.relation.referencesSholeh, 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
dc.relation.referencesSchmuck, R. A. (1997). Practical action research for change. Arlington Heights, IL: IRI Skylight Training and Publishing
dc.relation.referencesSantillán, A., & Bravo, C. (2022). Communicative activities to enhance oral production in the EFL classroom. Revista Ecuatoriana de Educación y Lenguas, 8(2), 56-70. https://www.researchgate.net/publication/357662772
dc.relation.referencesTomlinson, B. (2011). Materials Development in Language Teaching: Vol. 2nd ed. Cambridge University Press. https://login.ezproxy.unbosque.edu.co/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=361586&lang=es&site=ehost-live&ebv=EB&ppid=pp_1
dc.relation.referencesUsma Wilches, J. A. (2009). Education and Language Policy in Colombia: Exploring Processes of Inclusion, Exclusion, and Stratification in Times of Global Reform. Profile Issues in Teachers’ Professional Development, 11(1), 123–141. https://login.ezproxy.unbosque.edu.co/login?url=https://www-proquest-com.ezproxy.unbosque.edu.co/scholarly-journals/education-language-policy-colombia-exploring/docview/1677626765/se-2?accountid=41311
dc.relation.referencesWiegerová, A. (2013). Teacher journal as a research instrument (research – the first year in the life in primary school through the eyes of novice teachers), (27), 237-252. http://hdl.handle.net/10593/10684
dc.relation.referencesWillis, J. (1996). A framework for task-based learning. Longman.
dc.relation.referencesVan den Branden, K. (2012). Task-based language education. In A. Burns & J. C. Richards (Eds.). The Cambridge guide to pedagogy and practice in second language teaching (132–139). Cambridge: Cambridge University Press.
dc.relation.referencesZárate, J. A., & Álvarez, J. A. (2005). A perspective of the implications of the Common European Framework implementation in the Colombian socio-cultural context. Colombian Applied Linguistics Journal, (7), 7-26.
dc.rightsAttribution-NonCommercial-ShareAlike 4.0 Internationalen
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.accessrightshttps://purl.org/coar/access_right/c_abf2
dc.rights.localAcceso abiertospa
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0/
dc.subjectComunicación
dc.subjectEstrategias socioafectivas y cognitivas
dc.subjectColaboración
dc.subjectProducción oral
dc.subjectAprendizaje basado en tareas
dc.subject.ddc370.1175
dc.subject.keywordsCommunication
dc.subject.keywordsCognitive and socio-affective strategies
dc.subject.keywordsCollaboration
dc.subject.keywordsOral production
dc.subject.keywordsTask-based learning
dc.titleImplementación del aprendizaje basado en tareas para mejorar la expresión oral de los alumnos de undécimo grado
dc.title.translatedImplementing Task-Based Learning to enhance eleventh graders' oral production
dc.type.coarhttps://purl.org/coar/resource_type/c_7a1f
dc.type.coarversionhttps://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.driverinfo:eu-repo/semantics/bachelorThesis
dc.type.hasversioninfo:eu-repo/semantics/acceptedVersion
dc.type.localTesis/Trabajo de grado - Monografía - Pregradospa

Archivos

Bloque original

Mostrando 1 - 1 de 1
Miniatura
Nombre:
Trabajo de grado.pdf
Tamaño:
1.05 MB
Formato:
Adobe Portable Document Format
Descargar

Bloque de licencias

Mostrando 1 - 3 de 3
Miniatura
Nombre:
license.txt
Tamaño:
2.06 KB
Formato:
Item-specific license agreed upon to submission
Descripción:
Descargar
Miniatura
Nombre:
Carta de autorizacion.pdf
Tamaño:
295.05 KB
Formato:
Adobe Portable Document Format
Descripción:
Descargar
Miniatura
Nombre:
Anexo 1 Acta de aprobacion.pdf
Tamaño:
287.26 KB
Formato:
Adobe Portable Document Format
Descripción:
Descargar

Colecciones

Licenciatura en Educación Bilingüe con Énfasis en la Enseñanza del Inglés

Software DSpace copyright © 2002-2025 LYRASIS