1. DEFICIENCY OF
COMMUNICATIVE
LEARNING PROCESS OF
8°a GRADE STUDENTS AT
INSTITUCION
EDUCATIVA SIMON
BOLIVAR
Diana Pérez
Melquis Padilla
Ronald Villarreal

2. ABSTRACT
After an arduous observation of learning and teaching process
of English as a second language in students of 8°a grade at
Institución Educativa Simon Bolivar it was noticed that students
often refuse to participate in activities and it produces for them
not to obtain the cognitive growth. This research is based on the
socio-critical paradigm. The research group identified that the
group was prepared to face and improve this problematic since
this counted with the criteria and the knowledge required for
assuming it. For this reason, the research group decided to
create a mediated process during the pre-and post-time through
pedagogical practices with real contexts interested in
developing this proposal to help to enhance listening and
speaking skills..

3. ABSTRACT
This is a group of 33 students between 11 to 15 years old
conformed by boys and girls. Their social condition is between
2 and 3 status.
The sample chosen was 16 students of them in order to analyze
their English learning process. The students were chosen
randomly. They were 8 boys and 8 girls, which means that the
proposal was implemented in the whole group but the sample
were just the 16 students.

4. DESCRIPTION OF THE PROBLEM
During this research with students of 8°a grade at Institución
Educativa Simon Bolivar, the research group has been witness
of a problematic situation that concerns to the entire school
community. Since the school was founded, English has been
taught trough grammar translation method, which means that
the institution has dedicated its goal to teach English grammar
improving only two skills (reading and writing), leaving apart
the speaking and listening skills. As a result students are not
able to communicate in English between themselves in the
classroom.

5. RESEARCH QUESTION
Why do students of 8°a grade at Institución Educativa Simon
Bolivar do not communicate among themselves in the English
language?

6. OBJECTIVES
General Objective
To improve the speaking skill in the students of 8°a grade at
Institución Educativa Simon Bolivar through task based
learning and ICT creating communicative environments.

7. OBJECTIVES
Specific objectives.
•To create an environment of participation through games in the
English class, where students have the necessity to
communicate in this language.
•To carry out task based on projects with the daily activities or
real situations where the students improve their speaking skill.
•To implement the use of ICT as tools for learning and
interaction in the English language.

8. HYPOTHESIS
If the researchers focus on the early settlement of the issue
regarding oral skill development because it is necessary to
reinforce and improve skills through real workshops and daily
situations the students could be engaged with their learning
process

9. TYPE OF RESEARCH
This research project is qualitative, because the research focus
on the interpretation of phenomena, with interplay between
researcher and research objects, which are existing
representations of reality as it is the process of developing oral
proficiency in the students through games, dialogues and role
plays.

10. PROPOSAL
COMMUNICATIVE TASK-BASED LEARNING AND ICT:
AS DYNAMIC STRATEGIES TO DEVELOP AND
IMPROVE SPEAKING SKILLS

11. EVALUATION OF THE PROPOSAL
The implemented test was created with guidelines that emerge
through actual circumstances given by the teacher in order to
know if the student after having produced and developed real
functions of the language presented in each of the workshop
activities were able to communicate in the second language,
taking note that the main goal of this project is preparing
students to be able to interact, respond, suggest and solve real
daily situations.

12. THE ANALYSIS OF THE RESULTS.
What is the skill that you work the most during the English class?

13. THE ANALYSIS OF THE RESULTS.
Which of these skills you are good at?

14. THE ANALYSIS OF THE RESULTS.
If you have the need to communicate to one of your classmates, do
you do it in English?

15. THE ANALYSIS OF THE RESULTS.
Do you have the interest of communicating in English?

16. THE ANALYSIS OF THE RESULTS.
•
Does the teacher uses didactic or technology tools (video beam,
tape recorders, etc.) to present oral activities during the English
class?

17. THE ANALYSIS OF THE RESULTS.
•
Dou you understand when the teacher speaks English?

18. THE ANALYSIS AND THE RESULTS.
The implemented test was created with guidelines that emerge
through actual circumstances given by the teacher in order to
know if the student after having produced and developed real
functions of the language presented in each of the workshop
activities were able to communicate in the second language,
taking note that the main goal of this project is preparing
students to be able to interact, respond, suggest and solve real
daily situations.

19. CONCLUSION
The methodology of task based learning and with the help of
ICT, gives students a richer learning experience and authentic
than other ways of learning, because this experience occurs in a
social context where interdependence and collaboration are
essential to promote activities and learning dynamics
experiences. This context allows students to prevent and resolve
interpersonal conflicts.

20. RECOMMENDATIONS
It is known that today education is increasingly changing.
Learning and teaching process are built from the practical
experiences in the classroom and to communicate in a foreign
language is of vital importance with regard to the schemes
social and global society requires the same education. In order
to contribute to this progress it will be given the following
recommendations:
•To carry out activities in which students contextualize their
environment through real situations. In this process to
implement the TBL as a strategy and as the tool that drives this
process.

21. RECOMMENDATIONS
• To use ICT as a tool facilitating the teaching-learning
process of foreign language contributes to this is much more
dynamic.
• To promote new technologies as a source of indispensable
work for a production and development of communication
skills in foreign languages.
• To present through the TBL elements of English learning
levels, supplying a lesson to the next.

22. APPENDICCES
• Listen to the video “how was your vacation”? And write the
questions showed there. Then ask to your partner these
questions. (if you are work at home make click in this link)
http://blocs.xtec.cat/listen/2008/09/02/how-was-your-vacation/

23. APPENDICCES
RESEARCH INSTRUMENT
UNIVERSIDAD DEL ATLANTICO
FACULTAD DE CIENCIAS DE LA EDUCACIÓN
LICENCIATURA EN IDIOMAS EXTRANJEROS
STUDENT´S SURVEY.
Name: __________________________ School: ________________________
Class: __________________________ Date: ___________________________
Read carefully and mark with an X as you consider
Always
1. What is the skill that you work the
most during the English class?
2. Which of these skills you are good at?
3. If you have the need to communicate
to one of your classmates, do you do it in
English?
4. Do you have the interest of
communicating in English?
5. Does the teacher uses didactic or
technology tools (video beam, tape
recorders, etc.) to present oral activities
during the English class?
6. Dou you understand when the teacher
speaks English?
THANK YOU FOR YOUR COOPERATION!
Most of
Hardly
the time
Statements
Ever
Never

24. EVIDENCES

25. EVIDENCES