Implementing task-based learning in an eap course, based on efl college students' needs

Abstract

Throughout the past years, the rapid growth of technology carried out by the globalization process has exerted a great influence over communication, especially the Internet. Consequently, due to the evolution of communication technologies, English language has become the main tool for creating social, economic, academic and supportive networks of communication worldwide. Thus, educational entities of Latin American countries have emphasized, in their curriculum, the English language as a means to deal with the growing needs of developing nations. Given that prior scenario, Chile has not been the exception and historically the Chilean Ministry of Education through its programme Inglés Abre Puertas has supported the teaching of English as a foreign language (EFL), by means of implementing a methodology based on a Presentation, Practice, Production class model (PPP). A very rigid class design that has been unquestionably applied in school classrooms as part of an established approach leading teachers to construct motivating and less anxious environments, meaningful learning experiences and free language use on the part of the students. However, our national education policy related to the teaching English language subject in schools is experiencing some changes with respect to focus. We are moving towards a more meaning-oriented approach inside the curriculum (2008); hence, major aspects of political decisions regarding English teaching in our country are embracing the notion of Task-Based Learning (TBL). Due to the prominence given to Task-based learning in the national curriculum, this study aims to address the Ministry’s initiative and to describe the implementation of a TBL course that fosters college students’ communicative needs with regards to English language. Thus, the core focus of this seminar work is the task and language becomes the multi-purpose instrument which the students use to successfully perform the task. The task is an activity in which students use language to achieve a specific outcome. The activity resembles a real-life situation and learners focus on language meaning rather than form. Therefore, this work has served a dual-purpose in providing future EFL teachers with an opportunity to firstly put into practice our knowledge and secondly to explore innovative ideas related to English language learning and teaching. Similarly, by the end of this process we expect to reflect the competences developed during The Teaching Training programme at UCSH by carrying out a field research which helps to enhance our competences and knowledge. Also, we are hoping that all the theoretical and practical knowledge acquired throughout this work can be consolidated in the early stages of our professional teaching development, especially the critical dimension of lesson planning which is the initial phase in the “Marco para la Buena enseñanza” provided by the Ministry of Education to assess Chilean teachers’ professional competences. (MINEDUC, 2003)