Didactic reinforcement workshops using the (TBLT) methodology for speaking skill development

Abstract

This thesis work was developed as a response to problems observed in a classroom, where a limited oral proficiency in English was identified in the students. With this, it was defined as a general objective to implement a system of didactic workshops with the use of the Task-Based Learning (TBL) methodology for the improvement of oral expression skills in the students of a classroom of a Higher Basic Education Institution.The research adopted a mixed methodological approach, with a pre-experimental design that contemplated the application of a pre-test, the execution of four sequential workshops and a post-test. The workshops were structured in three phases (pre-task, task and post-task) incorporating contextualized activities, visual material and interaction dynamics in simulated communicative situations. It was supported by the contributions of Willis(1996), Ellis(2020), Long(1985) and Brown(2015), who highlight the effectiveness of the TBL approach for the development of real communicative skills in educational contexts.The results obtained in the post-test revealed significant progress in several aspects of oral skills, although the spontaneous use of polite expressions continues to be something to be reinforced. Therefore, it is concluded that the TBL methodology constitutes an effective strategy to promote integral communicative competence, by promoting active, meaningful learning centered on the needs of the students. Therefore, it is recommended to continue its application in a systematic way, complemented with technological resources, permanent feedback strategies and activities that strengthen the sociocultural dimension of the language.