The Impact of TBI on Intermediate Students’ Writing skills in Online Classes at a Private Institute in Cartagena de Indias
Main Article Content
This qualitative research project aims to determine the impact that Task-Based Instruction had on fifteen Intermediate English language students´ writing skills in online classes at a private institute in Cartagena. A journal, a questionnaire, and a checklist were used as instruments to collect information during the diagnostic stage. During the action stage, six workshops were implemented, each with a different writing strategy: webbing, peer-editing, asking questions to revise writing, revising and editing, using templates, and reorganizing ideas. At this stage, the same instruments were used to measure the impact of the strategy and to achieve the research objectives. Results show that implementing six online workshops predicated on the task-based instruction helped the students to improve their writing, learning new vocabulary, use ICT tools, and writing strategies, thus having a positive impact on their English language learning process not only in writing but also in other skills. TBI was favorably accepted by learners and affected positively their writing skills.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The authors of the manuscripts accepted for publication in HOW journal are required to sign a nonexclusive license agreement allowing ASOCOPI to reproduce the full text on the Internet or in any other available source. Authors retain copyright of their manuscripts with the following restrictions: first publication is granted to ASOCOPI; nonexclusive agreements with third parties can be established as long as the original publication in the HOW journal is properly acknowledged.
Briesmaster, M., & Etchegaray, P. (2017). Coherence and cohesion in EFL students’ writing production: The impact of a metacognition-based intervention. Íkala, Revista de Lenguaje y Cultura, 22(2), 183–202. https://doi:10.17533/udea.ikala.v22n02a02
Bygate, M. (2001). Effects of Task Repetition on the Structure and Control of Oral Language. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching Pedagogic Tasks Second Language Learning, Teaching and Testing (pp. 23-48). Pearson Education.
Creswell, J. (2014). Research design: qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
Edugains. (2012). Think Literacy: Cross Curricular Approaches, Grades 7-12. 94-153. Ontario. http://www.edugains.ca/newsite/literacy/thinkliteracy.html
Egbert, J. (2020). The new normal?: A pandemic of task engagement in language learning. Foreign Language Annals. Foreign Language Annals, 53(2), 314-319. https://doi:10.1111/flan.12452
Ellis, R. (2003). Designing a Task-Based Syllabus. RELC Journal, 34(1), 64–81.
Fadhilawati, D., Laksmita D., & Mansur, M. (2020). Using Padlet to Increase the Students’ Procedure Text Writing Achievement. Exposure. Journal Pendidikan Bahasa Inggris, 9(2), 158-172. https://journal.unismuh.ac.id/index.php/exposure/article/view/3970
Flower, L., & Hayes. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365-387.
Friedlander, A. (1990). Composing in English: Effects of a first language on writing in English in a second language. In Kroll, B. (Ed.), Second language writing (pp. 109-125). Cambridge University Press.
Harmer, J. (2004). How to teach writing. Pearson Education.
Ko, S., & Rossen, S. (2017). Teaching online: A practical guide. Taylor & Francis.
Korman, C. (2020). Zoom for Teachers 2020: A Complete Guide to Learn Zoom Cloud Meetings for Video Webinars, Live Stream, Conference and Classroom Management. Kindle Edition.
Mason, J. (2012). Qualitative researching. Sage Publications.
Mayora, C. (2009). Using YouTube to encourage authentic writing in the EFL classrooms. TESOL Reporter, 42(1), 1–12.
Nunan, D. (2004). Task-based language teaching. Cambridge University Press.
Rinekso, A. B., & Muslim, A. B. (2020). Synchronous online discussion: teaching English in higher education amidst the covid-19 pandemic. JEES (Journal of English Educators Society), 5(2), 155-162. https://doi.org/10.21070/jees.v5i2.646
Romero, R. (2022, Nov. 25.). Social Emotional Skills and ELT: the Equality-Diversity-Inclusion Perspective. [Conference session]. Fifth International ELT Seminar: Empowering the English Teacher with Social-Emotional Skills in the Post Pandemic Era. Universidad de Caldas, Manizales, Colombia.
Shin, S. (2006). Learning to teach writing through tutoring and journal writing. Teachers and Teaching, 12(3), 325–345. https://doi:10.1080/13450600500467621
Skehan, P. (2003). Task-based instruction. Language Teaching, 36(1), 1–14. https://doi:10.1017/s026144480200188x
Slavkov, N. (2015). Sociocultural Theory, the L2 Writing Process, and Google Drive: Strange Bedfellows?. TESL Canada Journal, 32(2), 80-94.
Strauss, A., & Corbin, J. (1998). Basics of qualitative research techniques.
Stringer, E. (2008). Action research in education (2nd ed.). Pearson Prentice Hall.
Uglow, A. (2022, Nov. 25.). Building Back Stronger – Lessons to Learn after COVID-19. [Conference session]. Fifth International ELT Seminar: Empowering the English Teacher with Social-Emotional Skills in the Post Pandemic Era. Universidad de Caldas, Manizales, Colombia.
Widdowson, H. G. (1978). Teaching language as communication. Oxford University Press.
Willis, J. (1996). A Framework for Task-Based Learning. Longman.