Task-Based Learning and Its Impact on Writing Skills in Fifth-Grade Students
DOI:
https://doi.org/10.69639/arandu.v13i1.2098Palabras clave:
task-based learning, fifth grade, written skills, semi-private classroom, L2 vocabularyResumen
This study analyzes the impact of task-based learning on English as a foreign language writing in fifteen fifth-grade students at a private school in Ambato. Using a ten-week action research design, changes in writing quality were assessed with a four-dimensional analytical rubric. Qualitative data from student journals revealed that communicative purpose was the primary motivational factor during the process, directly linked to improvements in writing quality. These findings provide empirical evidence for the viability of the communicative approach in Ecuadorian educational contexts with limited extracurricular exposure to English.
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