Maestría en Pedagogía del Inglés como Lengua Extranjera

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Browsing Maestría en Pedagogía del Inglés como Lengua Extranjera by Subject "authentic tasks"

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    Assessing the effectiveness of task-based learning to enhance B1 EFL students' speaking skills
    (MQRInvestigar, 2025-08-13) Martínez Urgilés, Christian Paú; López López, Jacqueline Elizabeth; Bonilla Tenesaca, Josué Reinaldo
    Developing speaking skills is essential in English language learning; however, traditional methods that emphasize rote memorization and extensive grammar drills often fail to promote communicative competence. Task Based Learning (TBL) addresses this gap byengaging students in meaningful, real-world tasks that promote interaction and skill acquisition. This study aimed to assess the impact of TBL on speaking skills of B1 level EFL learners from a private university in Ecuador. This quasi-experimental study involved a total of 124 students divided into an experimental group (n= 99) taught via TBL with a control group (n=25) using conventional methods. Over 14 weeks the experimental group engaged in 25 sessions of 50 minutes each, while the control group followed a traditional curriculum. Pretest and post-test scores were collected using the Cambridge PET speaking criteria, which evaluate grammar and vocabulary, discourse management, pronunciation, and interactive communication. The results showed that the participants in the experimental group made significant gains across all subskills, particularly discourse management (d = 1.35) and pronunciation (d = 1.28) with large effect sizes. In contrast, the control group demonstrated slight gains, primarily in grammar. Furthermore, a post-intervention Likert scale questionnaire showed that students perceived TBL as more engaging, relevant and useful to improve their speaking skills. These findings demonstrate that TBL can be a useful approach for improving speaking skills in language learners. While these results seem promising, further studies are recommended to test these outcomes in larger groups or across different proficiency levels through an experimental design.
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    The Use of Task-Based Language Teaching (TBLT) to Improve Writing Skills
    (Universidad Y Sociedad, 2026-04-30) Sailema Moyolema, Lizbeth Valeria; Campoverde López, Johnny Segundo; Bonilla Tenesaca, Josué Reinaldo
    This study examined the effectiveness of Task-Based Language Teaching (TBLT) in improving writing skills among beginner EFL learners. The research addressed the need to move beyond traditional teacher-centered ap-proaches by adopting communicative methodologies that promote meaningful language use in real contexts. The main objective was to evaluate the impact of structured task-based activities on students’ writing performance, motivation, and engagement. A mixed-methods design was implemented, integrating quantitative and qualitati-ve data collection techniques. Pre- and post-writing tests were administered to measure students’ performance, while classroom observations and an emotional perception survey provided insights into learners’ experiences and attitudes. The intervention was conducted over six weeks and was organized through structured task sequences, guiding students from initial preparation to post-task re-flection. The findings revealed significant improvements in vocabulary use, grammatical accuracy, coherence, and task completion. Additionally, students reported increa-sed motivation, greater confidence, and reduced anxiety when participating in writing activities. These results su-ggested that TBLT supported both linguistic development and emotional engagement. The study highlighted the im-portance of incorporating structured communicative tasks into EFL writing instruction at the beginner level.