Implementation of Task-Based Activities to Engage students at Institución Educativa de Sabanalarga CODESA to Overcome Socio Affective Factors in the English Learning Process
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Abud Cañarete, Migdonia
Díaz Mercado, Zulay
This study is based on the implementation of task-based activities to engage 7th and 9th grade students at Institución Educativa de Sabanalarga CODESA in order to overcome socio-affective factors in their English learning process. In this sense, the research question seeks to know to what extent task- based activities engage 7th and 9th grade students at Institución Educativa de Sabanalarga CODESA. To achieve this objective, an action research was conducted; in the action stage, an intervention was needed; thus, six task-based activities were designed and applied. Diverse data collection techniques and instruments were carried out before, during, and after the intervention. After data collection were analyzed, the results revealed significant insights; some of the main findings were: the increasing students’ interest, motivation and self-confidence in developing the tasks; the obtainment of better grades based on students’ desire of excelling; the exchange of information, ideas, and experiences among the students in order to construct and co-construct their knowledge; the interaction among students, teacher, materials, and resources. All these results support the effectiveness of using task-based activities to help students to be engaged with their English learning process through activities which provide them a meaningful and useful contact with the target language.