Task-based learning to promote learning autonomy in individual and collaborative work

Abstract

Task-Based learning is a useful methodology to change the common or standard way of work in the English Language Classroom. Those tasks can include different elements, implemented in different ways, and used for different purposes. This paper analyzes the results of the implementation of two different tasks, one of them individual and the other collaborative, in the students of the second grade of the E.S.T.I.C. No. 0027. This research also analyzes the impact that tasks have on empowering learners to take ownership of their learning process while fostering autonomy and language development.