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The Impact of Information Gap Activities on Young EFL Learners’ Oral Fluency
El impacto de las actividades con vacío de información en la fluidez oral de estudiantes jóvenes de inglés como lengua extranjera
DOI:
https://doi.org/10.15446/profile.v21n2.73385Keywords:
Attitudes in English as a foreign language, English as a foreign language, information gap activities, young learners, oral fluency (en)actitudes, actividades con vacío de información, estudiantes jóvenes, fluidez oral, inglés como lengua extranjera (es)
This study adopted a mixed method approach with an action research design. The aim was to determine the impact of information gap activities on young English as a foreign language learners’ oral fluency. Information gap activities were based on the communicative approach as well as on task-based learning. Twenty-three eighth graders participated in this action research. The students were immersed in a multicultural and at-risk context in a public high school in southern Chile. Their English-speaking level fluctuated between A1 and A2. The technique was applied over the course of a semester (ten weeks). Data were collected by applying a pre-test, post-test, and focus group questionnaire. Results suggest an improvement in oral fluency and a positive perception of the technique used during the intervention.
Este estudio adoptó un método mixto con un diseño de investigación-acción. El objetivo fue determinar el impacto de las actividades con vacío de información en la fluidez oral de estudiantes jóvenes de inglés como lengua extranjera. Las actividades vacío de información fueron basadas en el enfoque comunicativo y en el aprendizaje basado en tareas. En esta investigación-acción participaron veintitrés estudiantes de octavo grado. Ellos estaban inmersos en un contexto multicultural y de riesgo social en un liceo público en el sur de Chile. Su nivel de inglés fluctuaba entre A1 y A2. La técnica se aplicó durante diez semanas en el curso de un semestre. Para la recolección de datos se aplicó una prueba previa, una posterior y un grupo focal a los estudiantes. Los resultados sugieren una mejora en la fluidez oral y una percepción positiva de la técnica usada durante la intervención.
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