| dc.contributor | Jerez R, Sonia | |
| dc.creator | Padilla Martinez, Mery Lucia | |
| dc.creator | Vilchez Buelvas, Verónica | |
| dc.date | 2023-02-14T12:26:03Z | |
| dc.date | 2023-02-14T12:26:03Z | |
| dc.date | 2023-02-13 | |
| dc.date.accessioned | 2023-09-06T21:49:58Z | |
| dc.date.available | 2023-09-06T21:49:58Z | |
| dc.identifier | https://repositorio.unicordoba.edu.co/handle/ucordoba/7101 | |
| dc.identifier.uri | https://repositorioslatinoamericanos.uchile.cl/handle/2250/8709034 | |
| dc.description | The present study analyzes, from the perspective of pre-service teachers, the learning opportunities that may arise as well as the challenges they face during the application of TBL in relation to students' speaking development. The concepts that guide this research are Speaking, which is explored from the perspective of Bailey (2000), who understands it as an interactive process seeking to create meaning to the message transmitted. Also, the TBL approach and its framework proposed by Ellis (2014) with 3 phases: Pre-task, During-task and Post-task, as well as the concept of Learning Opportunities which, according to Grabbe (2003) is the access to favorable learning circumstances. For the implementation, a task on Power and Justice was applied in a public school in Monteria, in tenth graders. The qualitative approach under the case study method was followed. For data collection class observations, researchers' and students' journals and artifacts were used to answer the question. In terms of findings, two categories were pre-established: learning opportunities and challenges. From the above, the opportunities of: Providing input in terms of language and new knowledge to encourage students to speak in class, negotiating meaning between students and teacher during the lesson and Provoking student thinking on the topic of power and justice, emerged. As well as the challenges of Coping with the overuse of L1 and the linguistic difficulties, The Inclusion of demanding topics such as Power and Justice and Fulfilling the head teacher's demands regarding the course's syllabus (content and time). This study concludes that this approach offers the opportunity to use language in meaningful ways such as developing critical thinking, using, and acquiring new knowledge but the fear of making mistakes may limit student’s participation and the demands of following grammar-focused content and time limitation may hinder the demands of TBL application. | |
| dc.description | Abstract 3 | |
| dc.description | Introduction 4 | |
| dc.description | Theoretical Framework 8 | |
| dc.description | Conceptual Framework 8 | |
| dc.description | What is speaking? 8 | |
| dc.description | Types of Tasks within TBL 15 | |
| dc.description | Types of Tasks within TBL 15 | |
| dc.description | Learning Opportunities 16 | |
| dc.description | Literature Review 18 | |
| dc.description | Methodology 20 | |
| dc.description | Type of Research 21 | |
| dc.description | Context and participants 24 | |
| dc.description | Data Collection Techniques 25 | |
| dc.description | Artifacts 25 | |
| dc.description | Class Observations 25 | |
| dc.description | Journals 26 | |
| dc.description | Data Analysis 26 | |
| dc.description | Findings 28 | |
| dc.description | Learning Opportunities while using tasks. 28 | |
| dc.description | Providing input in terms of language and new knowledge to encourage students to speak in class. 29 | |
| dc.description | Negotiating meaning with students 36 | |
| dc.description | Provoking students’ critical thinking on the topic of power and justice 39 | |
| dc.description | Challenges faced while using tasks in the English class. 43 | |
| dc.description | Coping with the overuse of L1 and the linguistic difficulties 43 | |
| dc.description | The Inclusion of demanding topics such as Power and Justice. 45 | |
| dc.description | Fulfilling the head teacher’s demands regarding the course’s syllabus: content and time 48 | |
| dc.description | Discussion 50 | |
| dc.description | Conclusions 56 | |
| dc.description | References 58 | |
| dc.description | Appendices 65 | |
| dc.description | Appendix 1 65 | |
| dc.description | Appendix 2. 70 | |
| dc.description | Appendix 3 71 | |
| dc.description | Appendix 4 72 | |
| dc.description | Appendix 5 72 | |
| dc.description | Pregrado | |
| dc.description | Licenciado(a) en Lenguas Extranjeras con Énfasis en Inglés | |
| dc.description | Monografías | |
| dc.format | application/pdf | |
| dc.format | application/pdf | |
| dc.format | application/pdf | |
| dc.language | eng | |
| dc.publisher | Facultad de Educación y Ciencias Humanas | |
| dc.publisher | Montería, Córdoba, Colombia | |
| dc.publisher | Licenciatura en Lenguas Extranjeras con Énfasis en Inglés | |
| dc.rights | Copyright Universidad de Córdoba, 2023 | |
| dc.rights | https://creativecommons.org/licenses/by-nc-nd/4.0/ | |
| dc.rights | info:eu-repo/semantics/openAccess | |
| dc.rights | Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0) | |
| dc.subject | Task Based Learning (TBL) | |
| dc.subject | Speaking Skills | |
| dc.subject | Learning Opportunities | |
| dc.subject | Challenges | |
| dc.subject | Task Based Learning (TBL) | |
| dc.subject | Speaking Skills | |
| dc.subject | Learning Opportunities | |
| dc.subject | Challenges | |
| dc.title | Using TBL to enhance Tenth graders’ Speaking: Pre-service teachers’ Opportunities and Challenges | |
| dc.type | Trabajo de grado - Pregrado | |
| dc.type | info:eu-repo/semantics/bachelorThesis | |
| dc.type | http://purl.org/coar/resource_type/c_7a1f | |
| dc.type | info:eu-repo/semantics/submittedVersion | |
| dc.type | Text | |
