Jerez R, SoniaPadilla Martinez, Mery LuciaVilchez Buelvas, Verónica2023-02-142023-02-142023-02-13https://repositorio.unicordoba.edu.co/handle/ucordoba/7101The 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.Abstract 3Introduction 4Theoretical Framework 8Conceptual Framework 8What is speaking? 8Types of Tasks within TBL 15Types of Tasks within TBL 15Learning Opportunities 16Literature Review 18Methodology 20Type of Research 21Context and participants 24Data Collection Techniques 25Artifacts 25Class Observations 25Journals 26Data Analysis 26Findings 28Learning Opportunities while using tasks. 28Providing input in terms of language and new knowledge to encourage students to speak in class. 29Negotiating meaning with students 36Provoking students’ critical thinking on the topic of power and justice 39Challenges faced while using tasks in the English class. 43Coping with the overuse of L1 and the linguistic difficulties 43The Inclusion of demanding topics such as Power and Justice. 45Fulfilling the head teacher’s demands regarding the course’s syllabus: content and time 48Discussion 50Conclusions 56References 58Appendices 65Appendix 1 65Appendix 2. 70Appendix 3 71Appendix 4 72Appendix 5 72application/pdfengCopyright Universidad de Córdoba, 2023Trabajo de grado - Pregradoinfo:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)Task Based Learning (TBL)Speaking SkillsLearning OpportunitiesChallengesTask Based Learning (TBL)Speaking SkillsLearning OpportunitiesChallenges