Publicación:
Internship Experience: TBL and Cooperative Learning

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dc.audience
dc.contributor.advisorNieto Caballero, Jaime Arturo
dc.contributor.authorCuavas Torres, Jesus Manuel
dc.contributor.juryCorrea Narvaez, Jesus Miguel
dc.date.accessioned2025-06-26T14:34:54Z
dc.date.available2025-06-26T14:34:54Z
dc.date.issued2025-06-24
dc.description.abstractThis internship was carried out at the Camilo Torres Educational Institution through the Bilingualism for Peace program. This internship had the objective to improve the reading comprehension of Elementary Level students. Furthermore, this internship helped me explore and improve my teaching methods and realize that as a teacher I not only teach English in terms of grammar, but other subjects can also be taught within it. This paper describes the program where the internship took place, the pedagogies implemented, the methodology, the results, conclusions, recommendations and limitations of this significant process in which I had not only professional but also personal growth .eng
dc.description.degreelevelPregrado
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglés
dc.description.modalityPasantías
dc.description.tableofcontentsIntroduction.....6eng
dc.description.tableofcontentsTask-Based Learning (TBL)....8eng
dc.description.tableofcontentsCooperative Learning (CL).....13eng
dc.description.tableofcontentsMethodology....16eng
dc.description.tableofcontentsMy Teaching Experience and Professional Development......20eng
dc.description.tableofcontentsMost important lesson.......23eng
dc.description.tableofcontentsConclusions and Recommendations.......27eng
dc.description.tableofcontentsLimitations......29eng
dc.description.tableofcontentsReferences......30eng
dc.description.tableofcontentsAppendix.....33eng
dc.format.mimetypeapplication/pdf
dc.identifier.instnameUniversidad de Córdoba
dc.identifier.reponameRepositorio Institucional Unicórdoba
dc.identifier.repourlhttps://repositorio.unicordoba.edu.co
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/9205
dc.language.isoeng
dc.publisherUniversidad de Cordoba
dc.publisher.facultyFacultad de Educación y Ciencias Humanas
dc.publisher.placeMontería, Córdoba, Colombia
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglés
dc.relation.referencesDamschroder, L. J., Reardon, C. M., Widerquist, M. A. O., Lowery, J., & Aron, D. C. (2022). The updated consolidated framework for implementation research based on user feedback. Implementation Science, 17(1), 75. https://doi.org/10.1186/s13012-022-01245-0
dc.relation.referencesEllis, R. (2003). Task-based language learning and teaching. Oxford University Press.
dc.relation.referencesEllis, R. (2022). Task-based language teaching: Early days, now and into the future. In N. P. Sudharshana & L. Mukhopadhyay (Eds.), Task-Based Language Teaching and Assessment (pp. 39–61). Springer. https://doi.org/10.1007/978-981-16-4226-5_4
dc.relation.referencesEllis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019). Task-based language teaching: Theory and practice. Cambridge University Press.
dc.relation.referencesFerguson, P. (2011). The value of feedback in improving students’ learning and performance. Assessment & Evaluation in Higher Education, 36(1), 51–62. https://doi.org/10.1080/02602930903201651
dc.relation.referencesFernandez-Rio, J., Cecchini, J. A., Méndez-Giménez, A., & Mendez-Alonso, D. (2017). The impact of cooperative learning on university students’ academic goals. Frontiers in Psychology, 8, Article 1536. https://doi.org/10.3389/fpsyg.2017.01536
dc.relation.referencesFoster, P., & Skehan, P. (1996). The influence of planning and task type on second language performance. Studies in Second Language Acquisition, 18(3), 299–323. https://doi.org/10.1017/S0272263100015047
dc.relation.referencesInternational Association for Task-Based Language Teaching. (n.d.). What is TBLT? https://www.iatblt.org/
dc.relation.referencesJohnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365–379. https://doi.org/10.3102/0013189X09339057
dc.relation.referencesKhakimova, L. (2024). Task-based language teaching in modern classrooms. International Bulletin of Engineering and Technology, 6(2), 45–51. https://internationalbulletins.com/intjour/index.php/ibet/article/view/1674
dc.relation.referencesKumar, H., Xiao, R., Lawson, B., Musabirov, I., Shi, J., Wang, X., Luo, H., Williams, J. J., Rafferty, A., Stamper, J., & Liu, T. (2024). Supporting self-reflection at scale with large language models: Insights from randomized field experiments in classrooms. arXiv. https://arxiv.org/abs/2406.07571
dc.relation.referencesMoullin, J. C., Dickson, K. S., Stadnick, N. A., Rabin, B., & Aarons, G. A. (2019). Systematic review of the Exploration, Preparation, Implementation, Sustainment (EPIS) framework. Implementation Science, 14(1), Article 1. https://doi.org/10.1186/s13012-018-0842-6
dc.relation.referencesOxford, R. L., Olivero, M. M., Harrison, M., & Gregersen, T. (Eds.). (2021). Peacebuilding in language education: Innovations in theory and practice. Multilingual Matters.
dc.relation.referencesSkehan, P. (1998). A cognitive approach to language learning. Oxford University Press.
dc.relation.referencesSlavin, R. E. (2011). Instruction based on cooperative learning. In R. E. Mayer & P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 344–360). Routledge.
dc.relation.referencesTabari, M. A. (2023). Unpacking the effects of different lengths of pre-task planning time: L2 writing outcomes and learners’ perceptions. The Language Learning Journal. https://doi.org/10.1080/09571736.2023.2213237
dc.relation.referencesWillis, D., & Willis, J. (2007). Doing task-based teaching. Oxford University Press.
dc.relation.referencesWillis, J. (1996). A framework for task-based learning. Longman.
dc.rightsCopyright Universidad de Córdoba, 2025
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.coarhttp://purl.org/coar/access_right/c_abf2
dc.rights.licenseAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject.keywordsBilingualism for Peace
dc.subject.keywordsTask Based Learning
dc.subject.keywordsReading Comprehension
dc.subject.proposalBilinguismo por la paz
dc.subject.proposalComprension lectora
dc.subject.proposalTareas basadas en aprendizaje
dc.titleInternship Experience: TBL and Cooperative Learningeng
dc.typeTrabajo de grado - Pregrado
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1f
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.contentText
dc.type.driverinfo:eu-repo/semantics/bachelorThesis
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dspace.entity.typePublication
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