Transformation in english language skills as a result of the task-based learning approach in emergency remote learning

Abstract

The purpose of this study was to observe a possible transformation in language skills, produced by the application of TBL in a group of 28 students in ages between 10 and 12 years old, who belonged to a public school context in Armenia, Quindío during Emergency Remote Learning imposed by the Covid- 19 pandemic. A didactic sequence was designed and applied with the three phases of TBL, pre-task, task and post-task. Additionally, three instruments were used to collect data during the research, such as a skills achievement test, an oral test and eight diaries. The tests were applied at the beginning and at the end of the project, and the diaries were written during the whole process. After analyzing the data, it was revealed that there was not significant difference in the comprehension skills of the students. In contrast, the productive skills (speaking and writing) seem to indicate a positive transformation in the participants.