TASK-BASED LEARNING WORKSHEETS IN THE DEVELOPMENTOF MULTIPLE INTELLIGENCES

Ximena Orellana Mora

doi:10.31243/id.v11.2016.638

Abstract

This project proposes the use of Task-Based Learning worksheets which have been developed as a supplementary material based on the Our World through English 1 in order to improve students’ language skills by accessing multiple intelligences learners. Nineteen students in their eighth year of Basic Education at Cornelio Crespo Toral School participated in this study for fifteen months. Data is collected from a pre-test, a post-test, and a questionnaire. The results show the improvement of students’ language learning skills by 24.04%. At the end of the study, the participants developed a sense of motivation, awareness, and increased their language learning skills through the application of the Task- Based Learning worksheets. Teachers recognized the effectiveness of new strategies and techniques implemented in their classes by applying appropriate materials to improve learning skills based on dominant intelligences.

Highlights

New ideas about teaching a foreign language have been brought to the forefront in recent decades, the most important being the use of a variety of activities inside the language classroom to enhance the teaching and learning experience
Students from the Cornelio Crespo Toral School achieved a significant increase in their language performance skills of 24.04%
It is necessary for researchers concerned about the education process to continue conducting further studies to test the effectiveness of using Task-Based Learning Approach (TBL) worksheets based on students’ predominant intelligences as a resource to improve language skills

Summary

Introduction

New ideas about teaching a foreign language have been brought to the forefront in recent decades, the most important being the use of a variety of activities inside the language classroom to enhance the teaching and learning experience. With the emergence of the technological era, teachers have been given the opportunity to broaden students’ learning opportunities. This is not case in the majority of public and rural schools in Ecuador due to the fact that the necessary resources to implement fresh and innovative programs are difficult to obtain. A large number of English teachers are forced to continue teaching their classes strictly based on the textbooks students use. These resources, by themselves, do not motivate students to actively participate in the learning process, nor do they require teachers to consider students’ differences. We are all so different largely because we have different combinations of intelligences” (p.15)

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Results

Discussion

Conclusion