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Level up their voices: a task-based approach to enhance speaking skills through gamification and cooperative learning

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dc.contributor.advisorNieto Caballero, Jaime Arturo
dc.contributor.authorSotelo Bustamante, Melisa
dc.contributor.juryRomero, Yanilis
dc.date.accessioned2025-06-27T20:31:35Z
dc.date.available2025-06-27T20:31:35Z
dc.date.issued2025-06-26
dc.description.abstractThis internship report presents the approaches, methodologies, gains, conclusions, and challenges of my teaching experience within the Bilingualism for peace program at Cristobal Colon School. This report describes how designing lessons with a task-based approach while implementing gamification and cooperative learning enhanced students' speaking skills in conversation level learners. Throughout my internship I designed and delivered lesson plans to address the fear of some students to speak in English by creating a supportive environment for communication and spoken skills development. To implement this, I used the Task Based approach as my main guideline to design lesson plans since it reflects on the importance of contextualized learning. Collaborative learning served as a tool for creating a supportive environment where students feel comfortable, safe, and encouraged to speak in English. Also, I used gamification for creating interactive activities which were useful and attractive to my students, as well as incorporating Bloom’s taxonomy to progressively move learners from low order thinking skills to higher. Despite challenges such as lack of resources and students' fear to speak, the goal was successfully achieved demonstrating how these approaches and strategies fostered students' speaking skills. Finally, this report concludes with suggestions for further interns highlighting the importance of contextualized learning fostering critical thinking skills.eng
dc.description.abstractEste informe de prácticas presenta los enfoques, metodologías, logros, conclusiones y desafíos de mi experiencia docente en el programa de Bilingüismo para la Paz en el Colegio Cristóbal Colón. Este informe describe cómo el diseño de clases con un enfoque basado en tareas, junto con la implementación de la gamificación y el aprendizaje cooperativo, mejoró las habilidades de expresión oral de los estudiantes en el nivel de conversación. A lo largo de mis prácticas, diseñé e impartí planes de clase para abordar el miedo de algunos estudiantes a hablar en inglés, creando un entorno que favoreciera el desarrollo de la comunicación y la expresión oral. Para implementar esto, utilicé el enfoque basado en tareas como guía principal para el diseño de los planes de clase, ya que refleja la importancia del aprendizaje contextualizado. El aprendizaje colaborativo sirvió como herramienta para crear un entorno propicio donde los estudiantes se sintieran cómodos, seguros y animados a hablar en inglés. Además, utilicé la gamificación para crear actividades interactivas útiles y atractivas para mis estudiantes, e incorporé la taxonomía de Bloom para que los estudiantes progresaran progresivamente de habilidades de pensamiento de orden básico a habilidades de pensamiento de orden superior. A pesar de desafíos como la falta de recursos y el miedo de los estudiantes a hablar, el objetivo se logró con éxito, demostrando cómo estos enfoques y estrategias fomentaron sus habilidades de expresión oral. Finalmente, este informe concluye con sugerencias para futuros pasantes destacando la importancia del aprendizaje contextualizado que fomenta las habilidades de pensamiento crítico.spa
dc.description.degreelevelPregrado
dc.description.degreenameLicenciado(a) en Educación Básica con Énfasis en Humanidades-Inglés
dc.description.modalityPasantías
dc.description.tableofcontentsIntroductioneng
dc.description.tableofcontentsUnderlying Theorieseng
dc.description.tableofcontentsTask-Based Learningeng
dc.description.tableofcontentsPre-taskeng
dc.description.tableofcontentsTask Cycleeng
dc.description.tableofcontentsPost-taskeng
dc.description.tableofcontentsCooperative Learningeng
dc.description.tableofcontentsGamificationeng
dc.description.tableofcontentsBlooms’ Taxonomyeng
dc.description.tableofcontentsTeaching Methods and Strategieseng
dc.description.tableofcontentsActivity implementationeng
dc.description.tableofcontentsRole-Play Scenarioseng
dc.description.tableofcontentsReal-Life Simulationseng
dc.description.tableofcontentsText Challenges with Scoring Systemseng
dc.description.tableofcontentsAdapted Gameseng
dc.description.tableofcontentsDuties Charteng
dc.description.tableofcontentsGainseng
dc.description.tableofcontentsLesson planseng
dc.description.tableofcontentsProfessional Growtheng
dc.description.tableofcontentsPersonal Growtheng
dc.description.tableofcontentsStudents' Growtheng
dc.description.tableofcontentsConclusionseng
dc.description.tableofcontentsLimitations and Suggestionseng
dc.format.mimetypeapplication/pdf
dc.identifier.instnameUniversidad de Córdoba
dc.identifier.reponameRepositorio Universidad de Córdoba
dc.identifier.repourlhttps://repositorio.unicordoba.edu.co/
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/9224
dc.language.isoeng
dc.publisherUniversidad de Córdoba
dc.publisher.facultyFacultad de Educación y Ciencias Humanas
dc.publisher.placeMontería, Córdoba, Colombia
dc.publisher.programLicenciatura en Educación Básica con Énfasis en Humanidades-Inglés
dc.relation.referencesBüyükkarcı, K. (2009). A CRITICAL ANALYSIS OF TASK-BASED LEARNING. https://www.researchgate.net/profile/Kagan-Buyukkarci/publication/285744934_A_critical_analysis_of_task-based_learning/links/5cece572458515026a61406e/A-critical-analysis-of-task-based-learning.pdf
dc.relation.referencesChristopoulos, A., & Mystakidis, S. (2023). Gamification in Education. Encyclopedia, 3(4), 1223-1243. https://doi.org/10.3390/encyclopedia304008
dc.relation.referencesChen, R. (2021). A Review of Cooperative Learning in EFL Classroom. Asian Pendidikan, 1(1), 1-9. https://doi.org/10.53797/aspen.v1i1.1.2021
dc.relation.referencesHismanoglu, M., & Hismanoglu, S. (2011). Task-based language teaching: What every EFL teacher should do. Procedia-Social and Behavioral Sciences, 15, 46-52.https://www.sciencedirect.com/science/article/pii/S187704281100228X
dc.relation.referencesKandasamy, C., & Habil, H. (2018). Exploring Cooperative Learning Method to Enhance Speaking Skills Among School Students. LSP International Journal, 5(2). https://doi.org/10.11113/lspi.v5n2.59
dc.relation.referencesLansari, W. C. C., & Bouabdallah, F. H. (2023). Task-Based learning enhancing 21st-Century learning outcomes. Revue Plurilingue Études Des Langues Littératures Et Cultures, 7(1). https://doi.org/10.46325/ellic.v7i1.108
dc.relation.referencesLi, J. (2023). A review of studies on task-based language teaching. Lecture Notes in Education Psychology and Public Media, 28, 190-195. https://www.ewadirect.com/proceedings/lnep/article/view/7543
dc.relation.referencesMinisterio de Educación Nacional. (2005, octubre). Bilingüismo: estrategia para la competitividad. https://www.mineducacion.gov.co/1621/article-97497.html#:~:text=Nuestro%20programa%20de%20biling%C3%BCsimo%20se,es%20para%20todo%20el%20pa%C3%ADs.
dc.relation.referencesNamaziandost, E., Homayouni, M., & Rahmani, P. (2020). The impact of cooperative learning approach on the development of EFL learners’ speaking fluency. Cogent Arts And Humanities, 7(1), 1780811. https://doi.org/10.1080/23311983.2020.1780811
dc.relation.referencesPan, C. Y., & Wu, H. Y. (2013). The cooperative learning effects on English reading comprehension and learning motivation of EFL freshmen. English Language Teaching, 6(5), 13-27. https://eric.ed.gov/?id=EJ1076944
dc.relation.referencesSerice, L. (2023). Prisms of Neuroscience: Frameworks for Thinking About Educational Gamification. AI Computer Science And Robotics Technology, 2. https://doi.org/10.5772/acrt.13
dc.relation.referencesSholeh, M. B., Salija, K., & Nur, S. (2020). Task-Based Learning (TBL) in EFL classroom: from theory to practice. International Journal of Humanities and Innovation (IJHI), 3(4), 138–143. https://doi.org/10.33750/ijhi.v3i4.97
dc.relation.referencesSobral, S. R. (2021). Bloom's taxonomy to improve teaching-learning in introduction to programming. https://www.ijiet.org/vol11/1504-AE004.pdf
dc.relation.referencesTomé Klock, A. C., Gasparini, I., & Soares Pimenta, M. (2020). Tailored Gamification: A Review of literature. ELSEVIER. https://www.sciencedirect.com/science/article/pii/S1071581920300975
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.keywordsCooperative learningeng
dc.subject.keywordsGamificationeng
dc.subject.keywordsStudents’ speaking skillseng
dc.titleLevel up their voices: a task-based approach to enhance speaking skills through gamification 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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