The effects of task-based learning in students’ oral performance in a group of efl sena students

Abstract

This study explores the effects of the implementation of the task-based learning approach in the oral performance of a group of EFL SENA students. It was a classroom based action research project in which 6 participants were selected from a group of 35 International Business students at the SENA in Buenaventura. The data was collected through audio-recordings, a teacher’s log, and a survey. The methodology was divided into four stages, following the classroom based action research cycle: planning, acting, observing and reflecting.