Enfoque de
aprendizaje basado en tareas en el desarrollo de la habilidad del habla
Task-based
learning approach in the development of the speaking skill
=
Marco Antonio Bravo Montenegro.[1], Byron Rafael Soria Guerrero.[2] & David Antonio Ureña Lara.[3]
=
Recibido:
02-12-2019 / Revisado: 26-12-2019 / Aceptado: 06-01-2020 / Publicado:
07-02-2020
&nbs=
p; &=
nbsp; &nbs=
p;
=
The central purpose of the present scientific arti=
cle
was to determine the influence of the Task-based Learning Approach helps to=
strengthen
the speaking students' ability from the Languages Center of the Universidad
Nacional de Chimborazo level 1. To determine the effectiveness of this
procedure, a pre-test and post-test based on the Cambridge KET exam –
speaking part, were given to the students of First level at the Language Ce=
nter
of the Universidad Nacional de Chimborazo, classes 1K4 and 1E4 during the
period Octo-ber 2018 - March 2019. A manual for=
the
teacher was designed which was used during the procedure in the classroom. =
The
interpretation of data was done before and after the work in the classroom.=
The
design of the manual for the teacher was made based on the three stages of =
the
process of a task: pre-task, task itself and post-task with the use of vari=
ous
types of tasks such as individual, group, open, closed, and information gap
tasks, taking into consideration the challenge and incentive that each task
implies in the increase of learners’ speaking skill. After the proced=
ure
has ended with the implementation of the proposal, the data analysis obtain=
ed
from the pre-test and post-test were analyzed through the use of the T-stud=
ent
test. The conclusion shows that effectively the Task-based Learn-ing Approach had a positive influence on the developm=
ent of
the students’ oral production who improved their ability to speak.
Therefore, it is recommended that teachers apply this proposal with the
Task-based Learning Approach to enhance the oral performance of students.&n=
bsp;
Keywords: Speaking - motivation - challenge - treatment -
pre-task
Res=
umen
El
propósito central del presente artículo científico fue=
determinar
la influencia del Enfoque de aprendizaje basado en tareas que ayuda a
fortalecer la capacidad de los estudiantes de habla del Centro de Idiomas d=
e la
Universidad Nacional de Chimborazo nivel 1. Para determinar la efectividad =
de
este procedimiento, un Los exámenes previos y posteriores basados en=
el
examen Cambridge KET - parte oral, se dieron a los estudiantes de primer ni=
vel
en el Centro de Idiomas de la Universidad Nacional de Chimborazo, clases 1K=
4 y
1E4 durante el período de octubre de 2018 a marzo de 2019. A Se
diseñó un manual para el maestro que se utilizó durant=
e el
procedimiento en el aula. La interpretación de los datos se
realizó antes y después del trabajo en el aula. El dise&ntild=
e;o
del manual para el maestro se realizó en base a las tres etapas del
proceso de una tarea: tarea previa, tarea propia y tarea posterior con el u=
so
de varios tipos de tareas como individual, grupal, abierta, cerrada, y tare=
as
de falta de información, teniendo en cuenta el desafío y el
incentivo que cada tarea implica en el aumento de la habilidad de hablar de=
los
alumnos. Una vez que el procedimiento ha finalizado con la
implementación de la propuesta, el análisis de datos obtenido=
de
la prueba previa y posterior se analizó mediante el uso de la prueba=
T-student. La conclusión muestra que, efectivame=
nte,
el Enfoque de aprendizaje basado en tareas tuvo una influencia positiva en =
el
desarrollo de la producción oral de los estudiantes que mejoraron su
capacidad de hablar. Por lo tanto, se recomienda que los maestros apliquen =
esta
propuesta con el enfoque de aprendizaje basado en tareas para mejorar el
rendimiento oral de los estudiantes.
Palabras claves: Hablar –
motivación – reto - tratamiento - pre-tar=
ea
– tarea
Introduction
Language is used by members of a social group or
culture in spoken, manual, or written ways to express ideas, thoughts, and
feelings for communication purposes Language as part of any culture is tran=
smitted
from generation to generation to convey meaning. That is the reason why
teaching languages are emphasized in this globalized era. In the present,
English is the language for global communication, science, business, fashio=
n,
and technology, among other fields. It has become a "lingua franca&quo=
t;
among language users that do not come from the same culture (Crystal, 2003).
Being a global language, English is needed to learn by people from Ecuador;
therefore, it is demanding to create proposals that help in the teaching and
learning process. Students must acquire the B2 level at the end of the
university studies, and they need instructors' support and commitment to
accomplish this goal.
In this context, a proposal focused on a Task-based
Learning Approach was developed to help in the improvement of speaking skil=
ls.
It was designed, taking into consideration the process of task with pre-task
activities, task activities, and post-tasks activities with the ultimate go=
al
of the challenge, motivate, and scaffold students in the construction of
fluency, accuracy, and good pronunciation of the target language.
In Ecuador, the English proficiency has been
catalogued as low a deficient. Most of the people and institutions in Ecuad=
or
are well aware of this situation. Moreover, they have already identified
several problems in the productive skills usage such as speaking and writing
rather that the input skills. Ecuadorian people identified as the main prob=
lem
the poor use of the speaking skill in their daily life. Also, they mention =
that
speaking skill is much harder to master than the other skills (British Coun=
cil,
2015). Ecuadorian students state their emphasis in the oral production
difficulty because they fear to commit mistakes using the grammar and the
pronunciation of the words which are unknown for them. Therefore, it is a n=
eed
to improve speaking skills through pronunciation drills (Gonzales, et al.,
2015). Furthermore, it can be stated that there is a poor quality in English
education due to poor teaching skills which do not allow achieving education
objectives (Quezada, Benítez, Vargas, & Z&u=
acute;ñiga,
2017); thus, new methodologies, approaches and techniques are a must such as
Task-based learning for improving Ecuadorian students’ English profic=
iency.
Even though new methodologies of English teaching =
had
been proposed through the time teachers continue applying old-fashioned
methodology. Teacher centered approach rather than modern (Belias,
Sdrolias, Kakkos, <=
span
class=3DSpellE>Koutiva, & Koustelios=
, 2013)
ones such as CLIL or communicative approaches is the current method in clas=
ses
at UNACH. For this cause, there is a poor speaking production. Students lis=
ten
to the teacher and he or she disserts something especially about grammar
patterns without any interaction moments or tasks. Therefore, the transmiss=
ion
of knowledge has been developed with useless lectures. An-other issue of the
problematic in speaking production is the negative personality factors such=
as
anxiety, stress and shyness which end in low level of speaking interaction =
(Haidara, 2016). Although, students have studied Engli=
sh for
a long period of time their speaking performance is consider as a weakness.
Students have management of grammar and vocabulary but they do not produce
complete phrases orally. They evidence fear of mistakes, stress, shyness,
indecision, and low rates of self-confidence. Learners do not interact among
them and they do not produce English language independently because they al=
so
have fearful criticism (Leong & Ahmadi, 2016).
Besides, students are not enough motivated and the=
re
is a lack of students agency as major consequence (Leong & Ahmadi, 2016=
).
Motivation can be very influential for it integrates people who learn (Merisuo-Storm, 2007 as cited in Leong and Ahmadi, 201=
6). Students
who are motivated are sensitive to produce a good pronunciation and they im=
prove
their speaking performance. Hence, if teachers do not build a motivational
class-room environment and language learning process, students will not
evidence any important improvement in English language learning. Moreover, a
positive attitude might improve students’ speaking performance.
Besides, Inappropriate address of linguistics
components of language causes that students lack of those important compone=
nts
of the language. Learners are not aware about phonology, syntax, semantics,=
and
vocabulary because teachers do not address them in English speaking skills
activities. Phonology is the branch of linguistics that studies the sounds
systems of the language (Crystal, 2008); therefore, it deals with pronuncia=
tion
issues. It is well-known that pronunciation and spelling of English words a=
re
different hence it can cause many problems at the time of speaking practice
(Leong & Ahmadi, 2016).
Specifically, at Universidad Nacional de Chimboraz=
o,
there is a low level of speaking production and performance of the most of =
the
students. Mean they were exposed to di-agnostic, the researcher had found t=
hat
students do not communicate their ideas in an oral way. Most of them show l=
ow
of speaking performance.
To summarize, there are very low production of
speaking in Latin America, Ecuador, and at UNACH. Therefore, it is necessary
and essential to implement other teaching approaches to solve this important
issue. Because, speaking as an important skill of English language; needs t=
o be
enhanced by learners in order to have an effective language learning and
communication. For this reason, the study is focused in the appropriate use=
of
Task-based learning approach in the development of speaking skills of stude=
nts
at Universidad Nacional de Chimborazo. This problem has its causes and their
effects.
Methodology
The present study was developed to research about =
the proper
implementation of activities based on tasks focused in speaking ability. Ba=
sed
on the category of quasi experimental research; thus, it permits the adequa=
te
use of several devices and statistic techniques, such as tabular displays a=
nd
graphs, to manage and display qualitative data. Comparative research was us=
ed
to mean common sequences and confine treads from the context laden environm=
ent
(Ellis, 2003). The research applied for this type of analysis intended to
compare two different groups to investigate and understand the impact of us=
ing
task-based activities.
Moreover, quasi-experimental research was the used
method because it is a qualitative methodology extensively used in social
science. Thus, precise and meticulous analysis techniques that steadily dev=
elop
objective and reliable findings need to be determined (Miles &Huberman
1984, 1994). In consequence, quasi-experimental study proceeds of research =
of a
person or group, especially of a social phenomenon.
Based on Samuda (2001), qualitative research throu=
gh comparative
strategies is a methodological soft option than quantitative analysis. In t=
he
current study, qualitative re-search had five major methods for collecting
data: observation, interviewing, ethno-graphic fieldwork, discourse analysi=
s,
and textual analysis. Meanwhile, Zacharias (2012) defines that qualitative
research wants to provide a detailed description of the learners involved in
the study, and it is used in order to comprehend what happened in one
particular classroom or what the experiences of specific language learners =
and
teachers were.
The study was performed to investigate how efficie=
nt
the use of task-based activities for enhancing the speaking skill. That is =
why
it is based on qualitative data, which was the most appropriate method to
research (Bernal, 2010). Qualitative techniques were occupied with collecti=
ng,
analyzing data, and comparing the expected results.
This research developed a quasi-experimental type = of research because a pre-test, a post-test have been applied to obtain data.<= o:p>
The students from the language Center at Universid=
ad
Nacional de Chimborazo were participants of this research. They were in lev=
el
1, with ages around 18-22, all of them Ecuadorian citizens. This study had a
duration of one term 2 hours weekly from October 2018 – February 2019=
and
was divided into two groups who were chosen meticulously. The control and t=
he
experimental groups were formed by 60 students who were administered as the
table below shows.
Table
1. Population
|
Groups of
Students |
Number of
students |
% |
|
Control<= o:p> |
30 |
50% |
|
Experime=
ntal |
30 |
50% |
Author:=
Soria, B. (2018)
The focus groups were carried out by 60 participan=
ts
of two classes from the level 1 at Universidad Nacional de Chimborazo.
Moreover, the instruments in this study are pre- test and post- test that h=
ave been
directed to both control and experimental groups of students. This type of =
data
collection is a valuable tool which can help to answer questions (Vromen, 2010), this research tool is to determine how
task-based learning could be used to enhance learners speaking skill and th=
eir
learning of English.
Table
2. Data collection
plan
|
|
|
|
|
Language Center at Universidad Nacional de
Chimborazo |
|
|
|
|
|
Task-based lear=
ning
approach in the development in the speaking skill |
|
|
|
|
|
September 2018-
February 2019 |
|
|
|
|
|
KET Exam Speaking part Kinds of tasks |
Author: Soria, B. (2018)
Method
of data collection and analysis
For collecting quantitative data, any random sampl=
ing
technique was implemented, in-stead two groups of similar level and language
proficiency have been chosen intention-ally, and in such a way, that each g=
roup
had a chance of being selected (Peña & Onat=
ra,
2009). A pre-test and a post-test have been implemented with group A, Contr=
ol
Group, as well as with Group B, Experimental Group. The test has been asses=
sed
focusing on students’ speaking skills proficiency the beginning and a=
t the
end of the intervention process. The instrument was a validated test from
Cambridge which part is focused on speaking skills. This test was Key Engli=
sh
Test, Speaking part.
As the current study was focused on the applicatio=
n of
task-based learning in order to enhance speaking skills, it was necessary to
develop classroom observations. Classroom observations were carried about
during the whole process of speaking. Therefore, the teacher was monitoring=
the
pre-task activities, task activities, and post task activities. Furthermore,
the researcher used a checklist in order to keep a record of the
students’ behavior and advancement.
The questionnaires which were implemented in the
current research were focused on the pre and post-tests. Furthermore, during
the application of the proposal, the students took different questionnaires=
as
guides for their oral presentations.
The pre-test was taken by the students to obtain d=
ata
referring to the students’ level before the teacher’s intervent=
ion
through the KET exam. It consisted on 22 questions about familiar topics for
the students that had to answer individually. The second question consisted=
in
reading a small picture which contains information about a book store and a=
sks
and answer questions with the teacher.
After the implementation of the proposal, the
researcher applied the Post-test which be-longs to the KET exam with similar
characteristics to the Pre-test.
A rubric which was retrieved from Cambridge home p=
age
(2018) was used along the whole process of the proposal implementation. This
rubric contained three major criteria namely the use of grammar and vocabul=
ary,
pronunciation, and interactive communication. The first criterion assesses =
how
efficiently the language learner shows a good level of control in simple
grammatical forms as well as the appropriate use of vocabulary during
students’ utterances related to everyday situations. The second crite=
rion
was pronunciation. It deals with the intelligible control of phonological
features in production of sounds and word levels. And the third criterion w=
as
interactive communication. It assessed the students’ ability to maint=
ain
simple conversations that require little prompting and support. That rubric
also had 5 bands from 0 which is the lowest to 5 which is the highest level=
of
speaking performance.
For the accomplishment of the goals, this research
used descriptive and inferential statistics. Williams (2018) conceptualizes=
to
descriptive statistics as the tool to summarize data. The current research
aimed to measure the students’ speaking performance before and after =
the
treatment in the classroom. 60 students were assessed through three criteri=
a on
a scale from 0 to 15. The ratings were collected and analyzed in order to
produce the correspondent summary of the findings. It was developed through=
Spss statistical software to measure the central tend=
ency
(mean, media, and moda), variability and disper=
sion.
Bundly<=
/span> (2018) says that inferential statistics provide
effective data for description and prediction. It is the branch of statisti=
cs
that deals with the generation of insights from statistical data. With this
kind of statistics, the researcher proved the alternative hypothesis and
rejected the null hypothesis. It was also helpful to draw conclusions from =
the
data which was obtained from the intended population tests.
Results
The data of this study were collected from 60 stud=
ents
of Language Center at Universidad Nacional de Chimborazo. The objective of =
this
research was to determine the impact of Task-Based Approach to enhance Engl=
ish
speaking skill in the Language Center at Universidad Nacional de Chimborazo.
The data were gathered by two different means, which are Pre and post-test.
Finally, descriptive and inferential statistic methods were used for analyz=
ing
and presenting the results.
Based upon the information presented before, two
groups of students took part of this study, the control group and the
experimental one. The first group had a population of 30 learners and the
second group was formed by 30 students. Besides, two tests were taken for t=
he
students before (pre-test) and after (post-test) the teachers’ treatm=
ent
in the classroom setting to both the control and the experimental groups.
Thereupon, the data obtained were presented and detailed below: With 60 val=
id
cases which belong to the control and experimental group of this study, the
mean, median, and mode have been calculated. First, the mean or average was
calculated by making the sum of the general results and dividing it with the
total number of the population in each group of study. Therefore, the mean =
in
the pre-test of the control group was 4,93 and the mean in the post-test was
6,60; on the other hand, the mean of the experimental group in the pre-test=
was
5, 30 while in the post-test the result is 10,83. It is clearly stated the big diffe=
rence
in the results of the experimental group where the researcher implemented t=
he
proposal.
The median is the middle value in the general tabl=
e of
results. The median was calculated by first listing the obtained data in
numerical order. After that, the value in the middle of that list was
identified. Thus, the median in the pre-test of the control group was 5 and=
in
the post-test was 6,50; while in the experimental group the results are
different. In the pre-test the median is 5 and in the post-test, the median=
is
11.
Afterwards, the mode was calculated which is the
number that most frequently appears in the general table of results. The mo=
de
in the pre-test of the control group was 4 and in the post-test was 6. On t=
he
other hand, the mode of the experimental group in the pre-test was 5; while=
in
the post-test was 11.
In order to verify the effectiveness of Task-based
learning approach on students’ speaking skill, two hypotheses were
established.
Alternative Hypothesis: Task-based learning approa=
ch
improves students’ speaking skill
Null Hypothesis:&=
nbsp;
Task-based learning approach does not improve students’ speaki=
ng
skill
First, it is needed to apply the Normality test wi=
th
the error level of the Alpha 0,05 with a level of confidence of 95%.
Table
3. Normal
distribution test
|
Kol=
mogorov-Smirnova |
||||
|
Sta=
tistics |
gl |
Sig=
. |
Stistics |
|
|
Control group Pre test |
0,2=
78 |
30<=
/span> |
0 |
0,8=
32 |
|
Control group Post-test |
0,1=
6 |
30<=
/span> |
0,0=
48 |
0,9=
37 |
|
Experimental group pre-test |
0,2=
48 |
30<=
/span> |
0 |
0,9=
15 |
|
Experimental group post-test |
0,2=
75 |
30<=
/span> |
0 |
0,8=
54 |
Author: Soria, B. (2018)
Based upon the
data displayed above, the level of significance of the control group in the
pre-test is 0.832 and in the post-test is 0.937; additionally, the level of signifi=
cance
of the experimental group in the pre-test is 0.915 and in the post-test is =
0.854
which are > 0.05; therefo=
re the
data come from a normal distribution, or have a normal behavior, for both t=
he
control group and the experimental one in their two tests, pre and post-tes=
ts.
From now, the process of data analysis can be continued.
Statistics
of paired samples
Table 4. Statistics of paired
samples
|
Sta=
tistics
of paired samples |
|||||
|
Mea=
n |
N |
Sta=
ndard
deviation |
Sta=
ndard
error mean |
||
|
Pair 1 |
Control group Pre test |
4,9=
3 |
30<=
/span> |
1,2=
02 |
0,2=
19 |
|
Control group Post-test |
6,6=
|
30<=
/span> |
1,4=
53 |
0,2=
65 |
|
|
Pair 2 |
Experimental group pre-test |
5,3=
|
30<=
/span> |
1,4=
66 |
0,2=
68 |
|
Experimental group post-test |
10,=
83 |
30<=
/span> |
1,5=
77 |
0,2=
88 |
Author: Soria, B. (2018)
Mea=
n:
5,3 Sta=
ndard
deviation: 1,466 N=
=3D 30
Figure
1. Histogram:
Experimental group: Pre-test
Author: Soria, B. (2018)
Source: Table 4
Mea=
n:
10,83 Sta=
ndard
deviation: 1,577 N=
=3D 30
Figure 2. Histogram: Experimental
group: Post-test
Author: Soria, B. (2018)
Source: Table 4
Analysis
and interpretation
Based upon the
date displayed above, it is stated there is a slight difference between the
means in the control group. It happens because the researcher did not devel=
op
the treatment with the control group. On the contrast, the means of the exp=
erimental
group have a big difference between the means of the pre-test and the mean =
of
the post-test. Indeed, this phenomenon happens because the researcher appli=
ed
the Task-based approach learning in order to enhance speaking skill.
Table 5. Significance level
|
Pai=
red
samples test |
|||||||||
|
|
Paired differences |
t |
gl<=
/span> |
Sig. (bilateral) |
|||||
|
Mean |
Standard deviation |
Standard error mean |
95% difference interval of confidence |
||||||
|
Inferior |
Superior |
||||||||
|
Pair 1 |
Control group Pre test - Control group
Post-test |
-1,67 |
1,422 |
0,26 |
-2,198 |
-1,136 |
-6,418 |
29 |
0 |
|
Pair 2 |
Experimental group pre-test -
Experimental group post-test |
-5,53 |
1,383 |
0,252 |
-6,05 |
-5,017 |
-21,91 |
29 |
0 |
Analysis and interpretatio=
n
Hence there is a significance value of 0,000 which=
is < 0, 05 (the Alpha value), it is
concluded that the alternative hypothesis is accepted and the null hypothes=
is
is rejected. It means that the treatment which was developed by the researc=
her
with students had a good impact. Therefore, the Task-based learning approach
had a big significance for improving students’ speaking skill. In fac=
t,
students belonging to the experimental group increased their average from 5=
,30
in the pre-test to 10,83 in the post-test.
Conclusions
·
First, the impact of the Task-Bas=
ed
learning approach has been determined in terms of enhancement of English
speaking skills in the Language Center at Universidad Nacional de Chimboraz=
o.
The results from the before and after the teacher’s treatment showed =
that
it was a positive impact on students. The speaking skill was improved throu=
gh
the application of the proposal.
·
The initial state of students&acu=
te;
oral production was established based on the diagnostic test when the semes=
ter
started, which was very helpful for the establishment of the problem of
research; and, with the pre-test results before the researcher’s
intervention.
·
The components of the process of
Task-based approach to enhance English speaking skills were analyzed through
the implementation. In this process, pre-task activities, task activities, =
and
post-task activities were applied in the proposal in order to help students=
to
achieve their learning goals.
·
Useful tasks such as pair/group,
open/close, information gap, opinion gap tasks; for ex-ample, role-play,
debates, questioning, and simulations were explored, which were very helpfu=
l to
enhance learners’ speaking skills through the use of Task-based appro=
ach.
All of the tasks were developed in a motivational and engaging way in order=
to
promote students’ oral interaction.
·
The effectiveness of the task-bas=
ed
approach for the development of the speaking skill in the English language =
was
assessed. Thus, the treatment was carried out in order to obtain data for
analysis and interpretation. The data assessment was performed along-side i=
ts
implementation of the proposal, which demonstrated that the proposal was
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