La efectividad de la enseñanza de idiomas basada en tareas en la habilidad de escritura: una síntesis de investigación sistemática
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Abstract
Introducción. Esta síntesis de investigación sistemática investigó la efectividad de las intervenciones de enseñanza de idiomas basadas en tareas en el rendimiento de escritura L2 de estudiantes de nivel intermedio. Objetivo. El objetivo principal fue determinar los efectos de las manipulaciones de variables independientes de la enseñanza del lenguaje basada en tareas sobre diferentes modos de escritura medidos de manera integral y mediante constructos CALF. Metodología. La integración de datos cualitativos y cuantitativos se llevó a cabo mediante una búsqueda bibliográfica sistemática y la recuperación de artículos publicados desde 2010 hasta septiembre de 2011. Las características sustantivas y metodológicas de los estudios fueron codificadas y comparadas para la identificación de prácticas y tendencias de uso común dentro de la Enseñanza de idiomas basada en tareas y dominio de investigación de escritura L2. Resultados. Los resultados indican 3 tipos principales de intervenciones basadas en tareas: el marco TBLT, las manipulaciones de la complejidad de la tarea y las condiciones de planificación de la tarea han prevalecido como tratamientos. Los tratamientos de complejidad de tareas han tenido efectos beneficiosos en las medidas de fluidez y complejidad léxica, mientras que la planificación estratégica y el tiempo de planificación también favorecieron la fluidez en la escritura L2. A su vez, los tratamientos de lecciones del marco TBLT produjeron grandes efectos medidos como d de Cohen. Conclusión. A pesar de la amplia variedad de condiciones de tratamiento y medidas de resultado para diferentes modos de escritura L2, se brinda apoyo a la importancia de la gestión de etapas del ciclo previo a la tarea de TBLT para estudiantes de nivel intermedio.
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