Task-Based Learning Approach to enhance oral production in university settings
DOI:
https://doi.org/10.23857/dc.v6i2.1184Palabras clave:
Aprendizaje, enfoque, habilidad, hablar, motivación, reto, tratamiento.Resumen
El presente trabajo investigativo tuvo como objetivo principal el determinar el impacto del enfoque de aprendizaje basado en tareas ayuda a mejorar la habilidad de hablar de los estudiantes del Primer nivel del Centro de Idiomas de la Universidad Nacional de Chimborazo. Para determinar la efectividad de este enfoque, se aplicó un pre-test y un post-test de producción oral el cual estó basado en el examen de Cambridge KET, a los estudiantes Primer nivel de los paralelos 1K4 y 1E4 del Centro de Idiomas de la Universidad Nacional de Chimborazo durante el período Octubre 2018 – Marzo 2019. Se diseñó una guía para el docente la cual fue utilizada durante el tratamiento dentro del aula. Los anólisis de datos se realizaron antes y después del trabajo en el aula. El diseño de la guía para el docente se realizó en base a las tres etapas del proceso de una tarea: pre-tarea, tarea misma y post-tarea con la utilización de varios tipos de tareas tales como individuales, grupales, abiertas, cerradas, y de información, tomando en cuenta la motivación y el reto que cada tarea implica en el mejoramiento de la producción oral de los estudiantes. Después de concluir el tratamiento con la implementación de la propuesta, se procedió al procesamiento de los datos obtenidos del pre-test y el post-test mediante la prueba matemótica T de Student. Los resultados demuestran que efectivamente el enfoque de aprendizaje basado en tareas tuvo un impacto positivo en el desarrollo de la producción oral de los estudiantes quienes mejoraron su habilidad para hablar. Por lo tanto, se recomienda que los docentes apliquen esta propuesta con el enfoque de aprendizaje basado en tareas para mejorar el desenvolvimiento oral de los estudiantes.
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