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Using TBL to enhance Tenth graders’ Speaking: Pre-service teachers’ Opportunities and Challenges

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dc.contributor.advisorJerez R, Soniaspa
dc.contributor.authorPadilla Martinez, Mery Luciaspa
dc.contributor.authorVilchez Buelvas, Verónicaspa
dc.date.accessioned2023-02-14T12:26:03Z
dc.date.available2023-02-14T12:26:03Z
dc.date.issued2023-02-13
dc.description.abstractThe 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.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglésspa
dc.description.modalityMonografíasspa
dc.description.tableofcontentsAbstract 3spa
dc.description.tableofcontentsIntroduction 4spa
dc.description.tableofcontentsTheoretical Framework 8spa
dc.description.tableofcontentsConceptual Framework 8spa
dc.description.tableofcontentsWhat is speaking? 8spa
dc.description.tableofcontentsTypes of Tasks within TBL 15spa
dc.description.tableofcontentsTypes of Tasks within TBL 15spa
dc.description.tableofcontentsLearning Opportunities 16spa
dc.description.tableofcontentsLiterature Review 18spa
dc.description.tableofcontentsMethodology 20spa
dc.description.tableofcontentsType of Research 21spa
dc.description.tableofcontentsContext and participants 24spa
dc.description.tableofcontentsData Collection Techniques 25spa
dc.description.tableofcontentsArtifacts 25spa
dc.description.tableofcontentsClass Observations 25spa
dc.description.tableofcontentsJournals 26spa
dc.description.tableofcontentsData Analysis 26spa
dc.description.tableofcontentsFindings 28spa
dc.description.tableofcontentsLearning Opportunities while using tasks. 28spa
dc.description.tableofcontentsProviding input in terms of language and new knowledge to encourage students to speak in class. 29spa
dc.description.tableofcontentsNegotiating meaning with students 36spa
dc.description.tableofcontentsProvoking students’ critical thinking on the topic of power and justice 39spa
dc.description.tableofcontentsChallenges faced while using tasks in the English class. 43spa
dc.description.tableofcontentsCoping with the overuse of L1 and the linguistic difficulties 43spa
dc.description.tableofcontentsThe Inclusion of demanding topics such as Power and Justice. 45spa
dc.description.tableofcontentsFulfilling the head teacher’s demands regarding the course’s syllabus: content and time 48spa
dc.description.tableofcontentsDiscussion 50spa
dc.description.tableofcontentsConclusions 56spa
dc.description.tableofcontentsReferences 58spa
dc.description.tableofcontentsAppendices 65spa
dc.description.tableofcontentsAppendix 1 65spa
dc.description.tableofcontentsAppendix 2. 70spa
dc.description.tableofcontentsAppendix 3 71spa
dc.description.tableofcontentsAppendix 4 72spa
dc.description.tableofcontentsAppendix 5 72spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/7101
dc.language.isoengspa
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.placeMontería, Córdoba, Colombiaspa
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglésspa
dc.rightsCopyright Universidad de Córdoba, 2023spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.subject.keywordsTask Based Learning (TBL)eng
dc.subject.keywordsSpeaking Skillseng
dc.subject.keywordsLearning Opportunitieseng
dc.subject.keywordsChallengeseng
dc.subject.proposalTask Based Learning (TBL)spa
dc.subject.proposalSpeaking Skillsspa
dc.subject.proposalLearning Opportunitiesspa
dc.subject.proposalChallengesspa
dc.titleUsing TBL to enhance Tenth graders’ Speaking: Pre-service teachers’ Opportunities and Challengesspa
dc.typeTrabajo de grado - Pregradospa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1fspa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/bachelorThesisspa
dc.type.versioninfo:eu-repo/semantics/submittedVersionspa
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