Authentic Tasks to Foster Oral Production Among English as a Foreign Language Learners

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Sandra Milena Ramírez Ortiz
Marco Tulio Artunduaga Cuéllar


Attaining oral production is a challenge for most English language teachers because most of the strategies implemented in class do not engage students in speaking activities. Tasks are an optimal alternative to engage learners in communicative exchanges. This article presents the results of a qualitative action research study examining the effects of authentic tasks in oral production with a group of tenth graders in a public high school in the south of Colombia. Considering the conclusions of the study teachers are encouraged to use authentic tasks in the classroom to involve students in meaningful learning to foster oral production.

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Ramírez Ortiz, S. M., & Artunduaga Cuéllar, M. T. (2018). Authentic Tasks to Foster Oral Production Among English as a Foreign Language Learners. HOW Journal, 25(1), 51-68.
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Author Biographies

Sandra Milena Ramírez Ortiz, Surcolombiana University

Sandra Milena Ramírez Ortiz holds a BA in modern languages from Universidad Surcolombiana and an MA in English didactics also from Universidad Surcolombiana. She currently teaches English at Misael Pastrana Borrero public school in La Plata, Huila.

Marco Tulio Artunduaga Cuéllar

Marco Tulio Artunduaga Cuéllar holds a BA in modern languages from Universidad Surcolombiana and an MA in English didactics from Universidad de Caldas (Colombia). Currently, he is a full-time associate professor in the ELT education program and the coordinator of the Master’s degree program in English didactics at Universidad Surcolombiana.


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