Enseñanza de lenguas basada en tareas y competencia comunicativa percibida en estudiantes de inglés: un estudio correlacional
DOI:
https://doi.org/10.63688/cfnyb356Palabras clave:
task-based language teaching, competencia comunicativa percibida, enseñanza del inglés, aprendizaje basado en tareas, estudiantesResumen
Introducción: La Enseñanza de Lenguas Basada en Tareas (TBLT) promueve el aprendizaje del inglés mediante actividades significativas, comunicativas y colaborativas. Objetivo: Determinar la relación entre la percepción de los estudiantes sobre la aplicación del TBLT y su competencia comunicativa percibida en inglés. Metodología: Se desarrolló un estudio cuantitativo, no experimental, correlacional y transversal con 50 estudiantes de décimo año de Educación General Básica de la Unidad Educativa Teresa Flor, Ecuador. Se aplicó un cuestionario de 20 ítems con escala Likert organizado en cuatro dimensiones. Los datos fueron analizados mediante estadística descriptiva, Shapiro-Wilk y correlación de Pearson. Resultados: Se encontró una correlación positiva fuerte y significativa entre la percepción del TBLT y la competencia comunicativa percibida (r = .858; p < .001). La relación dimensional más alta correspondió al desempeño comunicativo y colaborativo con la interacción comunicativa y competencia sociolingüística (r = .717; p < .001). Conclusión: Los estudiantes con mayores percepciones de prácticas relacionadas con TBLT tendieron a reportar mayor competencia comunicativa percibida; sin embargo, los resultados representan asociación y no causalidad.
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Derechos de autor 2026 Sonia Isabel Sisa Sangucho, Carolina de Lourdes Arcentales Hidalgo, Karina Susana Pineda Chávez, Lorena de las Mercedes Recalde Cevallos, Jenny del Pilar Almachi Quinatoa (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
