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Integrated Learning Product

The task-based language teaching approach to improve vocabulary and English

expressions of beginner students in a public university program in the north of Mexico.

Students

Bustos Cavazos Miranda 1819071

García García Devanny Anahí 1850295

Méndez Ulloa Asiria Galilea 1870583

Romo González Mónica 1988335

Group: i01

10th semester

Universidad Autónoma de Nuevo León

School of Philosophy and Arts

Language Sciences Program

English Teaching Praxis

Professor

Dr. Andrés Sepúlveda Rodríguez

June 9th, 2023

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Table of content

Abstract........................................................................................................................2

Introduction..................................................................................................................3

Focus of research, action-research...............................................................................4

Data Collection..........................................................................................................13

Data analysis and interpretation.................................................................................23

Implementation of proposal through the scaffolding process....................................26

Description of the teaching praxis lesson plan format...............................................28

Conclusions................................................................................................................29

References..................................................................................................................33

Appendices................................................................................................................35
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Abstract

This action research study will take place in a public university program in the north of Mexico,

specifically at the Centro de Idiomas of the Facultad de Filosofía y Letras of the UANL

(Universidad Autónoma de Nuevo León). The study mentioned above will involve students at a

beginner level who are enrolled in the English language program. The research will use a

combination of different methods, including surveys, questionnaires, observations, and

diagnostic tests to collect data on students' language proficiency, vocabulary knowledge, and

engagement with the task-based activities. The research will explore how effective the task based

(TBLT) method is in improving students' English expressions and vocabulary through the

implementation of various tasks designed to simulate real-life situations. It will also examine the

impact of the task-based approach on students' motivation, engagement, and overall language

proficiency. The findings of this research will contribute to the existing literature on task-based

language teaching (TBLT) and provide valuable insights into how this approach is implemented

and its effectiveness in the Mexican educational context. Whit a focus on learners' needs and

interests, the task-based approach aims to create an environment centered around the learner,

which encourages active participation, collaboration, and critical thinking. The results may guide

future instructional practices and curriculum development to enhance English language learning

for beginner students in public university programs in Mexico. The next section will discuss data

collection in detail, including the observation period and the description of the data collection

instruments used, such as surveys, questionnaires, and diagnostic tests in which the participants

played a crucial role.

Keywords: Task-Based Language Teaching (TBLT), Vocabulary improvement, English

expressions, Beginner students, public university program.

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The Task-Based Language Teaching Approach to Improve Vocabulary and English

Expressions of Beginner Students in a Public University Program in the North of Mexico.

Introduction

The research aims to tackle the issue of enhancing the vocabulary and English

expressions of beginner students in a public university program located in the north of Mexico.

Specifically, the utilization of the Task-Based Language Teaching approach as a solution to this

problem.

Task-Based Language Teaching, as described by Long (2015) is an instructional

approach that prioritizes real-world communication tasks and activities to foster language skills

development. It emphasizes the significance of learners engaging with language in meaningful

and purposeful ways, rather than merely memorizing vocabulary and grammar rules.

Through this action research, the effectiveness of Task-Based Language Teaching in

improving the language proficiency of beginner students will be explored. The research will also

offer insights into the implementation process of this approach and its potential benefits for

language learners.
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Focus of research, action-research.

Introduction

This research examines the internal and external context of teaching practice to

enhance English vocabulary and expressions among beginner-level Mexican students. The study

focuses on the Task-Based Language Teaching (TBLT) approach, evaluating its effectiveness in

vocabulary acquisition, retention, motivation, engagement, and overall language proficiency. The

objectives include designing relevant tasks, implementing Vygotsky's scaffolding method, and

promoting active learning with real-life tasks. The research population consists of students in a

public university program, and the findings aim to inform instructional practices and curriculum

development for teaching English vocabulary to Mexican students, contributing to a deeper

understanding of effective teaching methods in this field.

Internal and external context of the teaching practice

Internal Context: Internal context refers to the specific features and characteristics of the

research setting or organization that can potentially impact the research process and outcomes. It

includes elements such as the organizational structure, policies, procedures, and the relationships

among individuals or groups within the research context. Creswell (2014) described internal

context as "the unique characteristics of a setting or organization, including its values, resources,

and organizational culture" (p. 207).

The campus where the research was conducted had a number of physical modern

conveniences. The school building had a variety of offices, including a lab, teachers' room, patio,

and the prefecture. In terms of the number and functionality of the furniture, it is possible to

point out that each classroom included a computer with an internet connection, a projector, in
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addition to the traditional white board, speakers, air conditioning, and Wi-Fi service available to

students of the language center. The practice was conducted in a classroom with 19 students and

a teacher, and it was equipped with a computer, projector, internet, and air conditioning.

The internal context of this research pertains to the factors and elements that are directly

related to the study and its objectives. In this case, the internal context includes the following:

1. Participants: The study focuses on Mexican students who are learning English as

a second language at the Centro de Idiomas of FFYL, with their proficiency level being at the

beginner stage.

2. Task-Based Method: The research revolves around the task-based method and its

effectiveness in improving the English expressions and vocabulary of students.

3. Vocabulary acquisition: The study primarily concerns how the task-based method

can facilitate vocabulary acquisition among students.

4. Evaluation: The research will assess the impact of the task-based method on

students' vocabulary knowledge and retention, as well as their motivation, engagement, and

overall language proficiency.

External Context: refers to the broader environmental factors outside the research setting

that may influence the research process and outcomes. It encompasses social, cultural, economic,

political, and historical factors that exist beyond the immediate research context. These external

factors can shape the research problem, methodology, and interpretation of findings. Creswell

(2014) defined external context as "the larger societal or environmental factors that may

influence a setting or organization" (p. 207).

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The external context of this research encompasses broader social, economic, cultural, and

political factors that may potentially impact the study's findings. In this case, the external context

includes the following:

1. Mexican Educational System: The research will be conducted within the

framework of the Mexican educational system concerning English language acquisition, as

practiced at the Centro de Idiomas of FFYL. This system has its unique policies and regulations

that could potentially impact the study's findings.

2. Cultural Factors: The study will be carried out within the Mexican cultural

context, which could influence the students' learning process and their interaction with the task-

based method.

3. Economic Factors: Economic considerations, such as resource availability, may

affect the implementation of the study and the ability of students to fully participate.

Research problem

This action research will demonstrate the implementation of the Task-Based Language

Teaching approach as a means to enhance the vocabulary and English expressions of beginner

students enrolled in a public university program located in the north of Mexico.

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Purpose of study

The objective of this research is to examine the effectiveness of a method based on tasks

in enhancing English expressions and everyday vocabulary among Mexican students. The study

aims to identify the specific tasks that prove most effective in facilitating vocabulary acquisition

and to assess the influence of this task-based approach on students' retention and knowledge of

vocabulary. Furthermore, the investigation seeks to explore the potential advantages of

employing the task-based method, particularly with regard to motivation, engagement, and

overall language proficiency. Ultimately, the findings derived from this research endeavor will

contribute to a deeper comprehension of the most efficacious techniques for teaching English

vocabulary to Mexican students and may offer insights that inform future instructional practices

and curriculum development in this domain.

Objectives

To enhance the English vocabulary and expressions of students at the beginner level who

are enrolled in a public university program situated in the northern region of Mexico. To

accomplish this objective, we will employ the Task-Based Language Teaching (TBLT)

approach, which has gained significant recognition in the field of language education in recent

years. As assumed by Willis and Willis (2007), TBLT is an instructional approach that

emphasizes the utilization of language in meaningful contexts to achieve specific communicative

objectives.

The present study will concentrate on the design and implementation of a series of tasks

that are relevant to the academic and social requirements of the students. These tasks will be
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purposefully created to promote the utilization of English in real-life scenarios, fostering

purposeful and enjoyable communication among learners. The integration of the TBLT approach

into lesson plans and classroom activities will facilitate the advancement of students' language

skills in an effective and enjoyable manner. Ultimately, this research endeavors to contribute to

the existing body of literature on TBLT by providing valuable insights into the efficacy of this

approach in enhancing the English language abilities of beginner-level students in a public

university program located in the northern region of Mexico.

One of the specific objectives is foster students' optimal performance through the gradual

introduction of new challenges and the implementation of Vygotsky's scaffolding method:

The aim of this research is to assess the efficacy of Vygotsky's scaffolding method in

enhancing academic accomplishments and motivation among students. Specifically, the study

seeks to investigate how the scaffolding method can be utilized to motivate students to attain

their highest potential by incrementally introducing appropriate challenges aligned with their

current level of development.

Furthermore, this paper will examine the influence of scaffolding on students' academic

achievements, as well as their self-efficacy, engagement, and enjoyment of the learning process.

The research will employ a mixed-methods design, incorporating the use of worksheets, games,

and students' perspectives on the lessons to obtain a comprehensive understanding of the impact

of scaffolding on their learning outcomes.

Besides, another objective is to foster the active learning with real life tasks to improve

English expressions of beginner students.

Another objective of this paper is to investigate the effectiveness of active learning with

real-life tasks in promoting English expression development among beginner students. Based on
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the work of John Dewey (1938), this study aims to explore how real-life tasks can be integrated

into the curriculum to promote active learning and enhance students' language skills. The study

will examine the impact of real-life tasks on students' ability to use English expressions in

authentic contexts, as well as their motivation, engagement, and overall language proficiency.

Research questions

How will the Task-Based Language Teaching approach enhance the vocabulary and

English expressions of beginner students in a public university program in the north of Mexico?

Like Van den Branden (2006) suggested, functional tasks enable learners to communicate

and apply the language in real-life situations. Teaching learners a multitude of lexical phrases,

collocations, and patterns alone is insufficient. Instead, it is crucial to create contexts that allow

for the natural and efficient expression of the language, considering the appropriate level of

difficulty. By engaging in functional tasks, students could meaningfully interact with the

language, leading to improved vocabulary and the ability to express themselves accurately and

fluently in English.

How will beginner students, through the implementation of the Task-Based Language

Teaching (TBLT) method, be able to utilize the English language in authentic or everyday

situations that correspond to their language proficiency level?

The Task-Based Language Teaching (TBLT) approach encompasses various

methodologies and is known for its versatility. It allows for creative implementation, offering
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multiple teaching techniques for English language instruction. For instance, incorporating

activities that mirror real-world communication and interaction is crucial. These activities focus

on utilizing language in a meaningful manner to facilitate learning. Another important aspect is

using language that is relevant and meaningful to the learner. This approach aims to expand

students' vocabulary and establish connections with prior knowledge (Van den Branden, 2006).

How can activities that enhance knowledge regarding the educational material provided

by the institution be facilitated through the utilization of the Task-Based Language Teaching

(TBLT) method?

Willis and Willis (2012) offered an overview of Task-Based Language Teaching (TBLT)

in their chapter "Task-based language teaching and Learning: An Overview," which appears in

the Encyclopedia of Language and Education. Within this chapter, the authors elucidate the core

principles of TBLT, its theoretical underpinnings, and the essential aspects of task design and

implementation. It is possible for educators to reinforce knowledge while also developing the

student's language skills. To accomplish this objective:

 Identify the specific language skills necessary for students to enhance their

understanding of the educational material, including reading, writing, listening, and speaking

skills.

 Create authentic activities that necessitate the utilization of these target language

skills.
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 Provide scaffolding, which refers to the support provided to learners to help them

complete a task successfully. This support may involve providing additional materials related to

the assigned task, examples of similar tasks, and guidance on how to approach the task.

 Foster collaboration, as it plays a vital role in TBLT by facilitating

communication and enabling students to learn from one another.

 Evaluate performance to ensure students are reinforcing their knowledge of the

educational material. This assessment may encompass language accuracy, task completion, and

task effectiveness.

Participants

The population considered for this action-research consisted of 2271 (100%), which is

the total number of students enrolled in the language center of a public university where the

study was conducted. Of this population, which encompasses students from the five different

languages offered in this language center, 1305 (57%) of the students belonged to the Saturday

English language program. Of this total, only 71 (3%) represented the students enrolled in level

3, corresponding to level A2. Finally, the group where the study was carried out had 19 students,

therefore, the participants of this study were 19, which corresponded to 100% of the sample of

this work.

In summary, the research centers around the investigation of the effectiveness of the

approach of teaching languages through tasks in enhancing the English vocabulary and

expressions of beginner-level Mexican students who are learning English as a second language at

the Centro de Idiomas of FFYL. The study’s objective is to improve students' English
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vocabulary and expressions by using the TBLT approach, promote active learning through real-

life tasks, and assessing the impact of the method on students' knowledge and retention of

vocabulary, motivation, engagement, and overall language proficiency. The findings of the study

may provide insights for future instructional practices and curriculum development in teaching

English vocabulary to Mexican students, contributing to a deeper understanding of the most

effective teaching methods in this field.

Data Collection

Observation period

As part of the research stipulation, data collection was carried out by conducting surveys

and questionnaires with the students. These instruments were adjusted to gather information

about students' preferences for content delivery, study strategies, and learning styles. Two

surveys with seven questions each were used to obtain personal perceptions of English

proficiency and the resources utilized for language study. In the observed class, the teacher

started the session by posing a question to engage the students' attention, followed by giving

explanations supported by real-life examples. Transitions between topics were facilitated by brief

introductions.

Additionally, the teacher employed a dyad model to enhance communication and

knowledge acquisition among the students. A time frame of approximately 10 to 15 minutes was

assigned for student work, with the teacher often providing a little extra time. To encourage

participation, the teacher introduced a special initiative by offering extra points. At the

conclusion of each activity, the teacher gave feedback, revealed the correct answers, and asked

for feedback from the students regarding the difficulty level. The students responded positively
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to the activities presented by the teacher. This positive response was attributed to the teacher's

clear and straightforward instructions, provision of examples when necessary, and adequate time

provided for task completion. The expected learning outcomes were largely achieved, evident

from the students' ability to respond correctly to content-related activities, albeit with occasional

mistakes in grammar and sentence structure. The teacher's explanations were clear, using

everyday vocabulary and employing various approaches to ensure understanding.

The classroom environment created a good academic atmosphere and respectful teacher-

student interaction, leading to active participation from all students. The teacher showed

readiness to address doubts and concerns. It should be noted that external noises, such as passing

cars, could potentially distract students' attention during the initial part of the class. However, the

students-maintained order in the absence of the teacher, and electronic devices worked properly

throughout the session. Some activities and explanations were given in Spanish to ensure

comprehension of instructions. During the latter part of the session, the students had a friendly

relationship with each other. The interaction with the teacher was characterized by mutual

respect, with the teacher establishing rules and conducting the class professionally while creating

a comfortable environment for student participation and questioning. The success of the

activities can be attributed to these factors, as the students actively participated, resulting in a

productive learning pace. The proposed group work tasks were well-received by the adolescents,

who collaborated in an orderly manner and interacted with their peers both within and outside

the classroom. The classroom conditions were considered suitable for learning, and the teacher's

instructional techniques proved beneficial. Furthermore, the teacher assigned tasks for continued

practice at home and provided reviews during subsequent sessions.

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Data collection instrument

To carry out the data collection, a series of surveys and questionnaires were applied to the

students. These questionnaires were adapted and used to gather information on the students such

as their preferences about how to receive the content, study strategies, and learning styles. To do

so, first, two surveys were used to collect data about their preferences. Each survey had seven

questions, in which respondents were asked personally about their perceptions of their English

proficiency as well as the resources they use to study the language.

Likewise, a VARK learning styles exam was adapted to determine the best learning style

for students. The 24 items on this exam were chosen to represent the three of the existing types

of learning ways: visual, auditory, and kinesthetic. For each sentence, the students had to mark

one of the three boxes "almost always", "sometimes" or "almost never", which had a score of 5, 3

and 1 point, respectively. At the end, after adding the points for each column, the category with

the highest score was the result of which learning style fit them. This was adapted and applied

with the intention of determining how individuals learn best and, consequently, know how to

carry out the planning for future lessons.

Finally, a diagnostic test was designed and administrated for the students during the

observation period. This exam was carefully designed considering the current level of the

students and taking as reference the description of the competencies established by the CEFR. In

other words, given that the students were enrolled in a course at the A2-level, the exam questions

evaluated A1-level competencies. The test consisted of 20 questions – open and multiple choice

– that included three out of the four linguistic competencies: listening, reading, and writing,
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omitting the speaking section. Each item was worth five points, for a total of one hundred. A

Forms link was used to administrate this test online.

Backgro und of the Study

English language proficiency holds great significance in today's interconnected world,

especially for Mexican students who face a growing need for English skills in various domains.

However, traditional teaching methods often rely on memorization and grammar exercises,

which may limit students' ability to apply English vocabulary and expressions in real-life

situations. This study aims to examine the effectiveness of the task-based approach in enhancing

English expressions and everyday vocabulary among Mexican students. The task-based method

emphasizes learning through meaningful and authentic tasks that allow learners to use English in

practical and relevant contexts. By engaging students in tasks that simulate real-life situations,

the task-based approach seeks to improve language acquisition, promote communicative

competence, and encourage language use beyond the classroom setting.

The task-based method has significant potential to address the challenges faced by

Mexican students. Through the implementation of task-based activities, this study intends to

provide students with opportunities to engage in authentic language use, expand their vocabulary

range, and develop their ability to communicate effectively. By focusing on meaningful tasks

that reflect the language demands of daily life, the task-based approach aims to boost students'

confidence and motivation in using English. Moreover, the study aims to explore the

transferability of the acquired language skills to other language proficiency areas, such as

speaking, listening, reading, and writing. By investigating the effectiveness of the task-based
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method in the Mexican context, this research study aims to contribute to the existing literature on

language teaching methodologies and provide insights into effective instructional practices for

improving English expressions and vocabulary among Mexican students.

Theoretical Framework

The term task-based language teaching (TBLT) refers to the creation of syllabi and

communicative tasks that promote learners' actual use of language (Jeon & Hahn, 2006, p.3). It

became widely used in the field of second language acquisition with the introduction of the

communicative language teaching approach in the early 1980s and much emphasis on learners'

communicative abilities over the following two decades. According to what Jeon and Hahn

(2006) affirmed, in the numerous ways that TBLT has been interpreted in relation to classroom

practice, recent research has shown three recurring characteristics: A learner-centered

educational paradigm and TBLT are compatible; it has distinct elements like a purpose, a

process, and a targeted result; it promotes meaningful actions with a focus on the content rather

than linguistic conventions.

Based on Ellis (2003), the task-based view of language teaching is grounded in

constructivist learning theory and communicative language teaching, in response to limitations of

the traditional PPP approach (presentation, practice, performance). It recognizes that language

learning is a developmental process that involves communication and social interaction. Ellis

(2003) mentioned that TBLT has been reexamined from multiple perspectives, including oral

and written performance and performance evaluation.

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To design meaningful tasks for communicative classrooms, it is important to define a

precise definition of "task" in terms of capturing its essential elements and pieces. Nunan (1989)

suggested that tasks should serve specific purposes, be based on input data, and involve related

processes. Task definition has been the topic of significant debate and differing interpretations.

For example, in the words of Long (2014), TBLT starts by doing a task-based requirements

analysis to identify the target tasks—what the learners must be able to do in the new language—

for a given group of learners. In other words, the work is understood in its common, non-

technical sense. Tasks are the actual activities that people think about when organizing, carrying

out, or reflecting on their day. This includes activities like eating breakfast, reading the

newspaper, and brushing their teeth.

The choice of activities correlates with the learner's role, which is a process that involves

the harmonious integration of different elements, in the book ''Approaches and Methods in

Language Teaching'', by Dr. Jack C Richards, it is highlighted that one method to choose the

activities is to think ''through this, what would be the learner's contributions to the learning

process?''. By this he refers to the search for a response from the learner, either implicitly or

explicitly, and adds that to achieve a good result (stimulus-response), it is necessary to consider

the type of activities learners carry out, the degree of control learners have over the content of

learning, the patterns of learner groupings adopted, the degree to which learners influence the

learning of others, and the view of the learner as a processor, performer, initiator, problem-

solver, or other. In this case, the learner is involved in a role as a participant in dialogue and

interpersonal communication, which go hand in hand with functional tasks, which is part of the

TBLT method.
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Language teaching has evolved, and one of the recognized approaches is Task-Based

Language Teaching (TBLT). According to Willis (1996), this approach is based on the idea that

students learn best by performing meaningful tasks using the target language. In a university

program in northern Mexico, this approach will be implemented to improve the English

vocabulary and expressions of beginning students.

The TBLT approach focuses on developing practical and functional communication

skills. Students are expected to improve their vocabulary and fluency in common idiomatic

expressions by participating in authentic tasks, such as problem solving and debates. This will

encourage active practice and contextualized use of English.

In addition, this approach aligns with constructivist learning theories, Jerome Bruner

(1960) proposed a constructivist theory that focuses on the importance of active learning and the

organization of knowledge. Bruner emphasized the role of scaffolding, where learners receive

support and guidance from more knowledgeable individuals to help them acquire new skills and

knowledge, where learning is viewed as an active, socially constructed process. Students will

collaborate, negotiate meanings, and construct their own linguistic knowledge by engaging in

interactive classroom tasks. This dynamic and motivating environment will allow students to

practice and experiment with English vocabulary and expressions.

According to Krashen, meaningful communication plays a crucial role in language

acquisition (Krashen, 1989), he argued that learners acquire language when engaged in authentic

communication and exposed to comprehensible input, which is slightly beyond their current

proficiency level (Krashen, 1989). Krashen's Input Hypothesis asserts that learners acquire
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language best when they receive comprehensible input that is slightly above their current level of

understanding (Krashen, 1989). Task-Based Language Teaching (TBLT), with its emphasis on

real-world tasks, provides learners with opportunities to receive and negotiate meaning from

language input (Krashen, 1989). Furthermore, Krashen's Affective Filter Hypothesis suggested

that affective factors such as anxiety, motivation, and self-confidence influence language

acquisition (Krashen, 1989). TBLT, by promoting meaningful tasks and authentic

communication, aims to reduce anxiety, enhance motivation, and lower the affective filter,

facilitating language learning (Krashen, 1989).

Douglas Brown (2007), in his book "Principles of Language Learning and Teaching,"

defined TBLT as an instructional approach where language learners engage in meaningful tasks

that require the use of language for communication and problem-solving. Brown (2007)

emphasizes the importance of learner-centeredness, authentic language use, and the integration

of language skills within tasks.

Task-based language teaching (TBLT) has gained significant attention as an effective

pedagogical approach for language learning and acquisition. This research aims to explore the

potential application of TBLT in improving vocabulary and English expressions among beginner

students in a public university program located in the northern region of Mexico. Drawing on the

perspective of Douglas Brown, a renowned scholar in the field of language teaching, this paper

highlights key concepts and principles of TBLT that can be harnessed to enhance language

proficiency among novice learners.

Vocabulary development through TBLT:

As Brown pointed out "The more extensive and nuanced the vocabulary base of a second

language learner, the greater the communicative competence in that language." (Brown, 2007, p.
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273) In a TBLT framework, vocabulary acquisition occurs naturally as learners engage in

communicative tasks. Through exposure to authentic language input and output, beginners can

expand their vocabulary repertoire and develop a deeper understanding of lexical items in

context. TBLT encourages active vocabulary learning by providing opportunities for learners to

encounter and utilize target words and expressions repeatedly.

Enhancing English Expressions through TBLT

TBLT offers an ideal platform for improving English expressions among beginner

students. By engaging in tasks that require negotiation of meaning, learners are encouraged to

express themselves using the target language creatively. TBLT facilitates the development of

fluency and accuracy in spoken and written expression by promoting authentic communication

and fostering the use of language in real-world contexts.

Task selection should reflect authentic and meaningful language use, taking into account

local cultural and linguistic contexts. Assessment methods should be designed to evaluate both

language accuracy and communicative competence, emphasizing the integration of vocabulary

and English expressions.

Scaffolding

One of the TBLT principles that will be addressed during the course of this investigation

is scaffolding. Beyond the task themselves, consideration must be paid to the scaffolding

provided to students so they can complete tasks successfully. The intricacy of tasks in practice is

another aspect of scaffolding. Nevertheless, scaffolding concerns will vary depending on the

specific aspect of TBLT being considered. This idea is a term that emerged from Vygotsky's
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philosophy. Scaffolding is assistance provided to students while they acquire new cognitive

skills or how to carry out a particular task (Vygotsky, 1978). Cognitive scaffolding may come in

a variety of shapes and sizes. It can entail doing a part of the task for the student, simplifying

complex sections, guiding the student through the assignment, or providing reminders. As

Kozulin (1998) mentioned, any of these activities can support students in finishing the

assignment and, in turn, benefit them as they create the essential procedure. Nevertheless, a

mental scaffold is not planned to be permanent, much like a real scaffold on a structure. It is a

temporary assistance system that will be gradually taken away when students get the necessary

independence to complete the assignments.

Fundamentally, a framework that has been presented or supported by a number of

proponents of TBLT may be described as "pre-task, task, post-task," which sums up a generally

recommended model for task scaffolding. According to East (2021), teachers and students can

get ready for task performance during the pre-task phase. Because learners require enough help

to complete the job or activities, this phase is crucial. Several scaffolding and improvement

techniques may be used when learners complete a task or sequence of activities with the goal of

assisting L2 users in successfully completing the tasks. There are several uses for the pre-task

stage. Fundamentally, it gives teachers the chance to outline the subject matter of the next work

or activities as well as the expected results, so that the students will know what they are striving

for and understand the significance of what they are about to perform. It raises the bar and makes

job fulfillment and language acquisition easier.

In summary, task-based instruction provides a solid theoretical framework for improving

the English vocabulary and expressions of beginning students in a university program in northern

Mexico. It focuses on developing authentic and contextualized communication skills. By

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implementing meaningful tasks and an interactive learning environment, students are expected to

achieve significant improvement in their English vocabulary and expressions, which will enable

them to communicate effectively in everyday and academic situations.

Data analysis and interpretation

The present paper is action research. Action research, according to Carr and Kemmis

(1986), is a type of self-reflective inquiry carried out by participants in social situations in order

to improve their own social or educational practices. Additionally, Mills (2003) described action

research as being conducted by teacher researchers who have a desire to understand the complex

operational elements of their specific schools, their teaching methods, and the effectiveness of

their students' learning. Likewise, Action research was once again conceptualized by Kemmis

and McTaggart in 1988. They suggested a spiral model with four stages: planning, acting,

observing, and reflecting. All this happens in a cycle that occurs while the investigation is carried

out. The 4 stages of action research and their implementation through the conduct of this

research are described below.

The first step is planning. According to Kemmis and McTaggart (1988). The plan is

designed for action; thus, it must be prospective to action by definition. It must be forward-

looking and acknowledge that all social activity is unexpected and risky. In this regard, prior

observation of the students’ performance was made to plan this research project. After some

careful study, it was found that there was opportunity for improvement of the vocabulary and

English expressions. For that reason, the action plan consisted of the implementation of the

TBLT as the key tool to improve vocabulary.

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The following step in acting. As mentioned before, planning serves as a guide for action

in the sense that it serves as the foundation for action. Taking action is dangerous. It occurs in

real time and is subject to genuine political and material limitations (Kemmis & McTaggart,

1988). In the instance of this action research, a session was organized with the students to put the

TBLT principles into practice to carry out the execution of the action plan. In this approach, it

was intended to determine if the vocabulary had improved, which leads to the following phase.

Observation is the next stage in action research. According to Kemmis and McTaggart

(1988), as the current cycle completes its course, observation serves the purpose of documenting

the results of critically informed action. It also looks ahead, giving rise to reflection both now

and more so in the near future. Because reality will always impose limitations on activity, careful

observation is required. In this case, after having put the plan into practice, it was essential to

observe the results obtained during the session. Reflect on the limitations, reactions and how the

students received the activities planned to improve vocabulary.

Finally, “reflection recalls action as it has been recorded in observation, but it is also

active” (Kemmis & McTaggart, 1988). Therefore, reflection is to make sense of the procedures,

difficulties, and limitations revealed by strategic action. It considers the many viewpoints that

may be present in the social context and is aware of the problems and situations that give rise to

them. That is, after examining the data collected throughout the plan's execution phase in this

study, reflection work was completed at this stage. This section considered all the constraints, all

the strategies and methodologies that were effective in the classroom, the activities, the feedback

from the students, and the results attained. This resulted in a new phase of the research cycle by

allowing for the development of a new strategy that adapted to the demands and strengths of the

group.
 24

Analysis and interpretation of results

The research conducted on 19 students from a university in the northern region of Mexico

revealed an interesting finding regarding their English language proficiency. It was observed that

most of these students primarily needed to enhance their vocabulary to improve their English as

a second language. This analysis aims to interpret the significance of this result and shed light on

its implications for language education.

Firstly, the emphasis on vocabulary acquisition aligns with the notion that vocabulary

plays a crucial role in language development. As language learners, students often face

challenges in expressing themselves accurately and precisely due to limited vocabulary. By

recognizing this need, educators can design targeted interventions to enhance students'

vocabulary knowledge and usage, thereby facilitating better communication skills in English.

Moreover, the finding suggests that the students have already acquired a certain level of

proficiency in other aspects of the English language, such as grammar, pronunciation, and

sentence structure. This implies that their overall language foundation is strong, and the focus

should be primarily on expanding their lexical repertoire. Engaging students in various

vocabulary-building activities, such as reading authentic texts, engaging in discussions, and

using online resources, can contribute significantly to their language development.

In conclusion, the analysis of the research results indicates that 19 students from a

university in the northern region of Mexico would benefit significantly from an increased focus

on vocabulary development to enhance their English proficiency. As Douglas Brown (2014)

pointed out that vocabulary development is a crucial aspect of language learning as it plays a
 25

fundamental role in effective communication and comprehension. This finding underscores the

significance of vocabulary acquisition in language learning, suggests a solid foundation in other

language aspects, highlights regional linguistic influences, and emphasizes the need for

individualized instruction. By addressing this specific need, educators can empower these

students to become more confident and proficient English speakers.

Implementation of proposal through the scaffolding process

It is intended students learning English as a foreign language (EFL) acquire new

vocabulary and expressions through the implementation of tasks based on the TBLT

methodology. This methodology involves presenting a series of tasks in the target language

(English in this case) to enhance their ability to communicate in the second language. The

application of these tasks was implemented using the Scaffolding teaching method. According to

Vygotsky's sociocultural theory, for the acquisition of a second language, social interaction, and

cultural context are important, especially with individuals who can provide more knowledge and

guide them during the learning process, such as teachers, peers, or native speakers.

In this theory, acquiring words and expressions in a second language involves

scaffolding, where the more knowledgeable other provides support and guidance to the learner.

This support can include meaningful and authentic contexts, explicit instruction, prompts, and

cues to help the learner understand and use the new language. Through collaborative activities

and communication, learners engage in dialogue, negotiation of meaning, and practice, gradually

internalizing the language and developing proficiency. Cultural aspects also play a significant

role, as language is intertwined with cultural practices, norms, and values. Vygotsky's

sociocultural theory highlights the social nature of language acquisition and the importance of
 26

social interactions and cultural contexts in learning unfamiliar words and expressions in a second

language.

Now, knowing that this was applied to class planning, and, thanks to the guide (syllabus)

provided by the book used in class, it was possible to select the activities proposed in the

''production'' section, which mostly consisted of reinforcing the vocabulary seen in class

(meanings, use in real contexts, writing and speaking), these activities were applied both

individually and collaboratively, (answering grammatical exercises, worksheets, online games

and exercises, quizzes, sentence creation, writing development, etc.).

According to the activities applied with the TBLT approach, it provides the following:

The meaningful activities applied had a specific goal, which is that the learner learns and

uses new vocabulary in contexts that are authentic and relevant to them. Therefore, they were

oriented towards meaning rather than form, giving priority to meaning and effective

communication over grammatical accuracy, with the aim of prioritizing comprehension and

production of clear messages, before addressing more detailed grammatical aspects.

These tasks were mostly carried out in pairs, teams, or as a group, which encourages

collaborative learning, with the aim of developing innovative ideas and knowledge through

collective construction and developing personal, interpersonal, and social competencies.

The activation of prior knowledge, which, in collaboration with scaffolding, encourages

the activation and application of students' prior knowledge to facilitate language acquisition. It

seeks to connect new knowledge with what students already know and can do.

Finally, the holistic approach promotes, in an integrated manner, the development of

language skills (listening, speaking, reading, and writing), so that students use the language

authentically and competently.

 27

Description of the teaching praxis lesson plan format

The lesson plan follows the Task-Based Language Teaching (TBLT) method, which

focuses on providing learners with opportunities to complete meaningful tasks using language.

The lesson plan's structure includes an introduction and motivation stage, presentation stage,

practice stage, production stage, and culminating activity. In the introduction and motivation

stage, the teacher begins by introducing the topic o and encourages students to share their

experiences. This stage aims to create a conversation and engage students in the topic.

The presentation stage includes the teacher presenting the grammar and vocabulary

related to the units. The teacher uses the book, pictures, and audio to present the content to the

students. The practice stage involves various activities where students practice the newly

introduced language. The students discuss the readings, they answer grammar exercises

individually and in pairs, play a game related to possessive pronouns, and answer vocabulary

exercises. The production stage focuses on more independent and creative activities. Students

work in pairs or small groups to answer grammar exercises, complete worksheets, and engage in

discussions related to the topics. The aim is to increase linguistic fluency and reinforce the

targeted structures.

Lastly, the culminating activity provides a game for students to participate in and discuss

the answers as a group. The students work in groups to discuss questions related to the reading

material. These activities promote speaking and allow students to apply the language they have

learned. Throughout the lesson plan, evaluation is conducted through the teacher's observation of

students' participation, speaking, listening, reading, grammar, vocabulary, and writing skills. The
 28

evaluation aims to assess students' progress and understanding of the language taught in the

lesson.

Conclusions

In conclusion, this research proposal centers on tackling the issue of enhancing the

vocabulary and English expressions of beginner students in a public university program in the

north of Mexico. The proposed solution is to implement the Task-Based Language Teaching

(TBLT) approach, which emphasizes real-world communication tasks and activities to foster

language skills. Through this research, the effectiveness of the TBLT approach was examined in

enhancing the language proficiency of novice students. The study aims to answer the research

questions by reflecting on the results obtained. It also aims to evaluate whether the didactic

proposal of using TBLT was achieved based on the research findings. The internal context of the

research included the participants (Mexican students at the beginner level), the focus on

vocabulary acquisition, and the evaluation of the impact on vocabulary knowledge, retention,

motivation, engagement, and overall language proficiency. The external context considers the

Mexican educational system, cultural factors, and economic factors, which could potentially

influence the research findings. The specific objectives of the research are to encourage students

to achieve their best through the scaffolding method and gradually introducing new challenges,

as well as to foster active learning with real-life tasks to improve English expressions. The

research questions aim to explore how the TBLT method can improve language use in realistic

or daily life contexts and how to promote activities that reinforce knowledge in line with the

educational material given by the institution.

The Task-Based Language Teaching approach, with its emphasis on meaningful,

authentic language use and communication, proves a suitable pedagogical framework to address
 29

these beginner students' vocabulary needs. By engaging students in tasks that require the active

use and manipulation of language, TBLT provides an opportunity for learners to encounter and

practice vocabulary in context, thereby facilitating its acquisition and retention.

Furthermore, the results underscore the importance of learner-centered approaches in

language education. Tailoring instruction to address the specific needs of students, such as

vocabulary enhancement in this case, can significantly enhance their language learning

experience and overall proficiency. TBLT allows for personalized and contextualized instruction,

ensuring that learners engage in tasks relevant to their individual language goals and needs.

Considering these findings, language educators in the public university program should

consider integrating TBLT into their teaching practices to improve the vocabulary and English

expressions of beginner students. Incorporating task-based activities that focus on vocabulary

acquisition and usage can foster a more dynamic and interactive learning environment,

promoting both linguistic and communicative competence.

The Task-Based Language Teaching (TBLT) approach offers a promising avenue for

improving the vocabulary and English expressions of beginner students in a public university

program in the north of Mexico. By focusing on meaningful communication and problem-

solving tasks, TBLT encourages active engagement with language and facilitates vocabulary

acquisition. Through task-based activities, learners have opportunities to encounter and practice

vocabulary in authentic contexts, thereby enhancing their language proficiency.

 30

Specifically, in promoting knowledge reinforcement in relation to the educational

material provided by the institution, the TBLT method can incorporate activities that align with

the curriculum and course content. By designing tasks that integrate the target vocabulary and

language structures, learners are encouraged to apply their knowledge in practical and

meaningful ways. For instance, group projects, role-plays, and real-life simulations can be used

to reinforce the vocabulary and expressions introduced in the educational material, providing

students with opportunities to actively use the language in context.

In terms of achieving the use of English in realistic or daily life contexts, the TBLT

method proves highly effective. Through authentic materials, such as videos, articles, and real-

world scenarios, learners are exposed to language use that mirrors real-life situations. TBLT

tasks can be designed to simulate everyday communicative contexts, enabling beginner students

to practice using English in scenarios they are likely to encounter outside the classroom. This

approach helps bridge the gap between classroom learning and real-life language use, fostering

the development of communicative competence and enhancing students' confidence in using

English in practical settings.

The results of the study revealed that the students' primary area of need was

vocabulary enhancement to improve their English language proficiency. This finding aligns with

the understanding that vocabulary plays a crucial role in language development, impacting

accurate and precise expression.

Furthermore, the students demonstrated a solid foundation in other language aspects,

such as grammar, pronunciation, and sentence structure, indicating the need for an emphasis on
 31

expanding their lexical repertoire to enhance their overall language skills. The implementation of

TBLT, with a focus on vocabulary development, proved beneficial in addressing the identified

need. By incorporating targeted interventions and activities, such as reading authentic texts,

engaging in discussions, and utilizing online resources, the students had opportunities to enhance

their vocabulary knowledge and usage. The study highlighted the significance of vocabulary

acquisition in language learning and emphasized the importance of individualized instruction.

Recognizing the regional linguistic influences, the research emphasized the need to tailor

instruction to meet the specific needs and strengths of the students.

By addressing the students' specific need for vocabulary development, the didactic

proposal aimed to empower them to become more confident and proficient English speakers. The

focus on vocabulary improvement contributes to their overall language proficiency and enhances

their ability to express themselves accurately and precisely. While the study demonstrated

positive outcomes, it is important to consider potential limitations. These include time

constraints, addressing individual differences, finding appropriate assessment methods, and

effectively managing the classroom. Adapting the didactic proposal to address these limitations

will optimize its effectiveness and cater to the specific needs and challenges of the learners.

In summary, the findings of this study support the use of TBLT with a focus on

vocabulary development to enhance the English language proficiency of university students. By

recognizing the importance of vocabulary acquisition and addressing the specific needs of the

learners, educators can empower students to become more confident and proficient English

speakers.
 32

References

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Appendices
Appendix A. Teaching praxis site data form

https://forms.office.com/r/7p96fG0LdL

Appendix B. Covering letter

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Appendix C. Research instrument Diagnostic Exam results

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Appendix D. Lesson plan pack

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Appendix E. PowerPoint templates

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Appendix F. Photos
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