Bridging approaches in EFL : multimodality and task-based learning for oral skills development.

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dc.contributor.advisorLópez Rozo, Diana Marcelaspa
dc.contributor.authorMaldonado Camargo, Lorenaspa
dc.coverage.spatialColombia
dc.date.accessioned2026-07-10T14:50:21Z
dc.date.available2026-07-10T14:50:21Z
dc.date.issued2026
dc.description.abstractLa presente investigación surgió a partir de la identificación de debilidades en el desempeño oral de los estudiantes de grado once del colegio Guillermo Cano Isaza y tuvo como objetivo analizar la influencia de la multimodalidad en el desarrollo de dichas habilidades mediante el Aprendizaje Basado en Tareas (ABT). Para dicho fin, el estudio se enmarca en un enfoque de investigación acción, que implicó el diseño y la implementación de una propuesta pedagógica estructurada en cuatro ciclos. Estos ciclos se llevaron a cabo en la clase de inglés como lengua extranjera, integrando recursos multimodales para apoyar el desarrollo de las habilidades orales de los estudiantes en el marco del enfoque ABT. Los resultados sugieren que las sesiones multimodales basadas en tareas que se llevaron a cabo tuvieron una influencia significativa en el desempeño oral de los estudiantes de grado once, ya que ellos participaron en tareas que fomentaban la negociación de significado, la creación e interacción con diferentes modos semióticos, así como la participación en prácticas orales auténticas y contextualizadas.spa
dc.description.abstractenglishThe present study emerged from the identification of 11th-grade students’ weak oral skills performance at CEDID Guillermo Cano Isaza School and aimed to analyze the influence of multimodality in the development of their oral skills using Task-Based Learning (TBL). For this purpose, the study is framed within an action research approach, involving the design and implementation of a pedagogical proposal structured in four cycles. These cycles were conducted in the EFL classroom, integrating multimodal resources to support students’ oral skills development within the TBL approach. Findings suggest that the multimodal task-based lessons carried out had a significant influence on 11th-grade students’ oral performance, since learners engaged in tasks that advocated for meaning negotiation, creation and interaction with different semiotic modes, and participation in contextualized authentic oral practice.eng
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado en Español e Inglésspa
dc.format.mimetypeapplication/pdfspa
dc.identifier.instnameinstname:Universidad Pedagógica Nacionalspa
dc.identifier.reponamereponame: Repositorio Institucional UPNspa
dc.identifier.repourlrepourl: http://repositorio.pedagogica.edu.co/
dc.identifier.urihttp://hdl.handle.net/20.500.12209/22497
dc.language.isoen
dc.publisherUniversidad Pedagógica Nacionalspa
dc.publisher.facultyFacultad de Humanidadesspa
dc.publisher.programLicenciatura en Español e Inglésspa
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dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.accessrightshttp://purl.org/coar/access_right/c_abf2
dc.rights.creativecommonsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectMultimodalidadspa
dc.subjectAprendizaje basado en tareasspa
dc.subjectDesarrollo de habilidades oralesspa
dc.subjectAprendizaje del inglés como lengua extranjeraspa
dc.subject.keywordsMultimodalityeng
dc.subject.keywordsTask-based learningeng
dc.subject.keywordsOral skills developmenteng
dc.subject.keywordsEFL learningeng
dc.titleBridging approaches in EFL : multimodality and task-based learning for oral skills development.eng
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1feng
dc.type.driverinfo:eu-repo/semantics/bachelorThesiseng
dc.type.hasVersioninfo:eu-repo/semantics/acceptedVersion
dc.type.localTesis/Trabajo de grado - Monografía - Pregradospa

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