Correcciones Originales

Advance - Action Research- FPMTL
ADVANCE – FINAL PROJECT

MASTER IN TEACHING ENGLISH AS A FOREIGN LANGUAGE
(Action Research)
User code
ECPSMPCS4907301
Personal and academic information:
Student Name: Group:
Selena Jackeline Cordero Olmedo 2022-06
Email address: Date:
seyacoroli04@gmail.com January 6th,

2024
FP Supervisor
Professor Verónica Cabañas
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Once the Final Project Supervisor has approved the Initial Proposal (D1), the student
can start drafting the Final Project.
This template shows the structure for the full project, but the Final Project will be
divided in two submission periods: Advance 1 and Advance 2.
Advance 1 must develop sections 2, 3, 4, and 5, and it should have up to 35 pages.
This file must be named according to the following model:
GroupName’sinitialSurnames_Advance1
For instance, a student named Jan Torres Ruiz from group 2012-02 would name this
file as follows:
2012-02JTorresRuiz_Advance1
Once the Final Project Supervisor has approved Advance 1 (A1), the student can start
working in the submission of Advance 2 (full project). Advance 2 must include all the
sections in this template and it should have between 80 and 100 pages.
Advance 2 file must be named according to the following model:
GroupName’sinitialSurnames_Advance2
For instance, a student named Jan Torres Ruiz from group 2012-02 would name this
file as follows:
2012-02JTorresRuiz_Advance2
Files that do not comply with these instructions will not be corrected. The submission of
Advance 2 will not be accepted if the supervisor has not approved Advance 1. The
submission of Advance 1 will not be accepted if the supervisor has not approved the
Initial Proposal (D1). Proposed submission dates are recorded in the Academic
Calendar.
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0. TITLE PROPOSAL
An Action Research for Implementing Communicative and Task Based Strategies and
Activities to Improve English Grammar Use in 2nd Bachelor degree EFL B1-Level
Class at "26 de Noviembre" High School, in Ecuador.
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1. INTRODUCTION
One of the most crucial things to understand when learning English is

grammar. Grammar is the set of rules that govern how words are arranged in a
language to produce sentences. Teachers at all educational levels have always
been concerned with teaching and comprehending grammar properly. The
proficiency of students in grammar has drawn the attention of certain professionals
and experts. This ability is always regarded as the most crucial subject to teach in
Ecuadorian schools.
The process of learning English as a second language is intricate, and
mastering grammar is one of the hardest skills to acquire. Besides, learners find it
difficult to learn grammar since it involves producing, comprehending, and using
grammatical structures. Furthermore, grammar instruction receives less attention
from students in ESL classrooms. Chomsky (1957) asserts that all languages have
structures and norms. For instance, the word classes of nouns, verbs, and
adjectives are present in most languages. Recursion, or the sequential recurrence
of a certain linguistic piece or grammatical structure, is another commonality among
languages.
This action research aims to determine the effectiveness of Task Based and
Communicative strategies and activities in Spanish youth speakers as linguistic
material to improve the use of English grammar in a 2nd Bachelor degree EFL B1-
Level Class at "26 de Noviembre" High School, in Ecuador. These students take
three hours per week as a compulsory class. When learning grammar, the
conventional way by memorizing grammatical structures or using a workbook they
typically get bored and lose motivation. Additionally, they lack the resources and
learning activities that would help them, and their only sources of instruction are the
digital modules that are facilitated by the government. As a result, students struggle
greatly to express their ideas using appropriate syntax. In light of that circumstance,
I would want to offer an alternative method for teaching and studying grammar in a
fun setting with the goal of achieving positive outcomes for learners' academic
development.
This research work ensured relevant impact EFL teaching and learning field,
the 2nd Bachelor degree EFL B1 - Level Class and the researcher. It will encourage
educators to develop creative teaching methods that include engaging exercises to
raise students' motivation levels while they are being taught. Teachers can also
guarantee efficient classroom management by including students in the course and
adding to its appeal and enjoyment. Teachers will gain a wealth of professional
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information and comprehension on how to enhance instruction and address any

issues that may arise in the classroom. Additionally, they will be able to evaluate the
issues and adjust their methods of instruction so that they can effectively meet the
needs of their students. Additionally, she acquired experience using similar methods
and exercises to teach grammar in English during this process. Furthermore, as is
acknowledged, the researcher obtained theoretical expertise and understanding.
This action research is important since it allowed the researcher to use those tactics
to help students overcome their constraints in a motivated manner. It made a
positive improvement in the students' grammar knowledge.
Twenty- four teenagers from an urban school setting served as the sample for
the current investigation. There was a check list, pre- and post-tests, pre- and post-
questionnaires, and an intervention plan for this action research project. The design
and implementation of this intervention strategy took into account the students'
cognitive ability and desire to acquire additional language skills. Activities that
helped students retain and comprehend new grammar rules were incorporated into
the lessons; they were used in conversations, practiced on topic-related worksheets,
and provided feedback at the conclusion of each lesson.
Teachers will be empowered and encouraged by the action research to try
new things, implement the most cutting-edge and pertinent methods, and use real
resources in the classroom to help demotivated learners learn grammar. However, I
would like to complete the action research in order to get data regarding the
strategy's efficacy in grammar instruction as well as the motivation of the students. If
the findings demonstrate a beneficial impact on learners' grammatical
understanding, it may inspire us to examine and investigate alternative approaches
to teaching grammar and inspiring pupils in novel ways. In order to teach and learn
in a flexible and communicative manner, the innovative method may be added to the
syllabus if the results demonstrate its efficacy. To make the class more engaging
and fun for the teenagers, task-based learning should be designed. The study's
conclusions will offer an unquestionable foundation for curricular modifications that
will better prepare pupils for a range of scenarios they might encounter in the real
world.
There are eight key chapters in this final project. A comprehensive overview of
the project and its structure is developed in the first chapter, or Introduction. The
project's justification is then covered in the second chapter, which also addresses
the project's impact on the TEFL sector. It contains the project's elaboration and
both personal and academic motivations.
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The third chapter outlines the project's main objectives, which serve as a
framework for both the initiative and its outcomes. The most pertinent theories and
ideas that bolster the project's action research proposal are revised and presented
in the fourth chapter. The project's action research technique is matched in the sixth
chapter.
The investigation is presented in the sixth chapter, and the findings are
presented in the seventh chapter. The project's achievements are reviewed and
evaluated in the eighth chapter with respect to the initial, predetermined goals. The
project's conclusions and contributions are presented in the last chapter, which also
outlines plans for more research.
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2. JUSTIFICATION OF ACADEMIC AND PERSONAL INTEREST
This action research has significant relevance since it will encourage students
to learn English grammar through communicative, task-based activities in a 2nd
Bachelor degree EFL B1-Level Class at "26 de Noviembre" High School, in
Ecuador. Besides, the basis for speaking and comprehending English is grammar,
which is a crucial component of English language instruction. To use English
properly, learners need to be aware of its grammar rules.
The master student is another significant benefit of creating this final project.
The researcher will be able to enhance their professional profile and gain teaching
experience through the use of this project. She will gain knowledge of task-based,
communicative teaching strategies and activities for English grammar during the
development of this action research. The researcher will get both practical and
theoretical expertise.
The researcher will use task-based activities as a tactic in the students'
grammar learning in order to address the first goal. It can help students at the high
school "26 de Noviembre" with their grammar development issues while also
fostering their communicative abilities. Additionally, adding exercises can be a great
way to spark kids' interest in enhancing their grammar and develop their cognitive
abilities, which include critical thinking, problem-solving, and creativity. Furthermore,
the creative approach can be among the most effective teaching instruments out
there. In addition to fostering a relaxed environment in the foreign English
classroom, it reinforces students' learning and helps them expand their knowledge.
However, the goal of task-based learning is to make learning more engaging
and exciting for students by enabling them to completely engage into their
educational process and learn grammar. Students can compete, engage, practice,
and receive positive feedback from the activities, which serves as a motivator and
an opportunity for applying concepts to boost or revitalize their motivation. These
contests and activities foster group learning and cooperative abilities while posing a
challenge that can boost self-assurance in one's ability to understand and
communicate ideas and concepts. In this way, Sugar (1998) claims that teaching is
difficult in the modern world. Compared to previous years, students are typically far
more engaged in the classroom. For this reason, the researcher thinks that
developing and devising strategies that include activities will benefit students in
improving their grammar when learning the English language.
The action research will be conducted by the researcher because it will give
them experience in the future when they build works in this sector. This seems
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advantageous since it can assist the researcher in identifying the students'

proficiency, areas of weakness, and areas of strength. Subsequently, the feasibility
of conducting action research while considering the needs and resources of
students can be assessed. Following that, a theoretical foundation study on how to
improve certain learners' limits can be produced. After that, an intervention plan can
be created to address those issues and put the planned techniques and actions into
practice. Lastly, consider the findings of the investigation. It is a useful strategy for
enhancing any circumstance and raising educational effectiveness.
By conducting this research, the researcher will be able to gather information
about the value of task-based activities in the classroom, how best to use them, and
which activities can be tailored to meet the needs and circumstances of individual
students in order to enhance their foreign language learning. Additionally, by giving
each student autonomy and personal responsibility for their language acquisition, it
will be helpful to identify cooperative learning activities and tactics that support
individual learner choices and decisions throughout the learning process. As a result
of a more productive learning environment where teamwork is crucial to students'
emotional and intrinsic growth, students will feel less alone in the classroom
(Ushioda, 2003).
The use of strategies and activities related to Task- Based, students will feel
motivated to learn grammar rules and when speaking is necessary, such as when
ordering meals at a restaurant or discussing plans with friends, knowing the
principles of grammar will help learners communicate effectively. Learners must set
aside time each day to practice speaking the language if they wish to use their new
abilities to communicate with native speakers swiftly and readily.
This task will provide creating, application, and analysis of the results based
on the topic sat at the beginning with sequential, systematic, and well-organized
rules. It will also be helpful for non-native English speaking teachers to use in their
classrooms. Additionally, the researcher will work on improving grammatical
understanding, inspiring students, and establishing a "fun" learning environment.
The researcher will broaden her expertise by creating an analysis of the findings to
confirm the project's efficacy and serve as a model and source of ideas for English
as a foreign language instructor. Ultimately, by carrying out an action research plan,
the researcher will assist the students in resolving a variety of issues and offer a
first-rate instrument for them to enjoy the process of teaching and learning a foreign
language, which will enhance the quality of education.
Finally, it can be said that this action research will be extremely important for
both the students and the researcher. It is supported by Warrican (2006), who states
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that action research makes teachers more cognizant of their students' needs in
regards to futures pedagogic practice and decisions, supports these measures. The
students could gain a better understanding of how to use grammar in practical
situations, and the researcher will learn more about how to teach English grammar
by employing new strategies and activities that involve the students in a
communicative and interactive way while gaining experience and theoretical
knowledge. She will also achieve a goal that was set for her at the start of her
studies, which is to get a master's degree in TEFL.
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3. RESEARCH QUESTION AND OBJECTIVES
An essential component of action research is the formulation of research

questions and objectives. These parts indicate the goals and objectives to be met at
the conclusion of the task, while also providing guidance for what is sought to
discover or prove. This section outlines the primary research question that will be
addressed at the conclusion of the study, along with the expected outcomes.
3.1. Research question
The purpose of this action research project is to provide an answer to the following
question:
What kind of Communicative, and Task-Based strategies and activities should be
applied in 2nd Bachelor degree EFL B1-Level Class at "26 de Noviembre" High
School, for improving the use of the grammar?
3.2. Aims of the study
3.2.1. Main aim of the project
 To develop an action research for the application of communicative, and
task-based strategies and activities to improve the use of the grammar in a
2nd Bachelor degree EFL B1-Level Class at "26 de Noviembre" High School,
in Ecuador.
3.2.2. Specific aims
 To develop an initial diagnosis for defining the issues that limit the correct
use of the English grammar learning in a 2nd Bachelor degree EFL B1-
Level Class at "26 de Noviembre" High School, in Ecuador and define the
strategies and activities that can boost grammar use in this group of
students.
 To design strategies, and communicative task-based activities to

improve the use of the grammar in a 2nd Bachelor degree EFL B1-
Level Class at "26 de Noviembre" High School, in Ecuador.
 To implement the strategies and activities designed in this project in a
2nd Bachelor degree EFL B1-Level Class at "26 de Noviembre" High
School, in Ecuador.
 To evaluate the effect of the application of the strategies and activities
designed in this project and determine the extent in which they
improve the use of grammar in a 2nd Bachelor degree EFL B1-Level
Class at "26 de Noviembre" High School, in Ecuador.
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4. THEORETICAL BACKGROUND
A research project needs a theoretical basis in order to be sustained. Important

authors who support this work and supply crucial information are highlighted in this
section. A discussion of the research work's variables is offered. There are suggestions
made regarding the proper usage of grammar as well as interesting, interactive, and
task-based building techniques and exercises.
The literature that is being offered has a lot of importance. The section on
Communicative and Task-Based Strategies and Activities will provide instructions on
how to use them in EFL lessons and how they might help with grammar improvement.
Since grammar is the area that needs improvement, the section on grammar is
pertinent. The significance of is discussed in relation to communication. The remaining
fields such as the lexical, task-based, and communicative approaches; the CEFR; e-
learning; and action research assists the researcher in organizing, carrying out, and
assessing the student activities as well as in developing this action research.
Furthermore, the action research topic in this part makes sense in light of the
reasons it was chosen for this kind of study project. The advantages that Action
Research offers like approaching school or classroom situations methodically, taking
appropriate action when needed, monitoring and evaluating the results to keep
improving, reflecting, studying the real world, and recognizing and putting evolving
ideas into practice are the ones that can be obtained while keeping the previous
context in mind.
4.1. Teaching Grammar and the Communicative Approach
Grammar, in the words of Nordquist (2017) is the study of all conceivable
meaning contrasts inside phrases. Grammar rules instruct us on how. According to one
assessment, English contains over 3,500 of these rules. These specify how words
should be mixed, structured, and altered to convey various meanings.
Additionally, Hornby (1995) defined grammar as the rules that govern a
language's sentences. On the other hand, the function of grammar is to put words
together and construct sentences.
Grammar is the body of structural principles in language that control how
clauses, phrases, and words are put together in a given natural language. The word
also refers to the study of these rules, which encompasses phonetics, semantics,
pragmatics, and morphology in place of syntax, phonology, and phonetics.
The researcher concludes that grammar is the study of rules to mix and order words to
form coherent sentences based on the definition given above.
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Many people, both academics and laypeople, raise their eyebrows when the
word "grammar" is used, casting doubt on its applicability and purpose in language
instruction. Such a pessimistic outlook has been around for a while. For instance,
Thornbury contended that "grammar could be picked up through simply
communicating" in 1622, casting doubt on the need for grammar education (Thornbury,
2005). Unlike, other academics have positioned grammar as the primary engine of
language development. For instance, Ur (1988) states that it is undeniable that mastery
of a language requires knowledge of grammatical norms, whether implicit or explicit;
without this, words cannot be used correctly.
The definition of grammar is expanded by Thornbury (2005) to encompass its
functional aspect. According to him, grammar is a means of ensuring that messages
are understood when there is insufficient contextual information. For instance, it would
be challenging to decipher the intended meaning (function) of someone asking for
directions in the manner described above (Stockholm please?) if the asker is ignorant
of the context (knows nothing about Stockholm and the reason for the question).
However, if the meaning carrying words are combined with the grammatical rules
(syntax and morphology), as in the sentence "In which direction is Stockholm, please?"
a context is given and the question is made obvious. However, grammar is described
as a "central processing unit of a language, the powerhouse where meanings are
created" by Halliday & Mattiessen (2004).
According to Rutherford (1987), grammar plays a significant role in language
instruction since it is an essential part of every curriculum. The rise of teaching
approaches based on various learning theories, however, put the emphasis on
grammar in language instruction under strain. This issue affected not only the
curriculum and content of language instruction, but also the implications for teaching
grammar.
As a result, grammar needed to be examined again, which led linguists and
language educators to reconsider grammar's place in language instruction. This
resulted in an ongoing discussion on the nature and format of grammar instruction
among linguists and language educators, which had an impact on how second
languages should be taught or acquired.
The introduction of communicative language teaching has significantly changed
how language is taught and acquired. For linguists and language educators, now is the
time to reevaluate grammar's place in language instruction (Celce-Murcia, 1991). This
is a result of the two opposing schools of thought on grammar instruction: explicit and
implicit.
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The aim of language learning is communicative competence; the main idea is to

support pupils in using the language they are learning. Understanding how to utilize
language appropriate for a particular social circumstance is known as communicative
competence. Finding language that will successfully express an intended meaning in a
given context is a crucial component of communication skill. Grammatical competence
is one of the competencies that make up communicative competence, hence it must be
taken into consideration in order to acquire communicative competence. According to
Edelman (1987), communication is impossible without a certain level of grammatical
proficiency. Undoubtedly, being able to communicate effectively calls for more than just
an understanding of sentence-level grammar's surface elements. It is true that without
the required language skills, students cannot become communicatively competent.
Students gain confidence in their ability to handle unforeseen situations that arise in
their daily lives when they are exposed to actual, authentic, and suitable situations
while learning the target language.
Various theorists define communicative competence from disparate but
connected perspectives; from these definitions, characteristics of communicative
competence can be identified. Preserving designs with these attributes:
• Written and spoken language, along with far too many additional symbolic
systems, all fall under the category of communicative competence.
• The concept of communicative competence is dynamic rather than static. It
can be classified as "interpersonal" as opposed to "intrapersonal."
• Competence is contingent upon the cooperation of all parties concerned and is
not absolute. Speaking of a "degree" of communicative competence then
makes sense (Savignon, 1983).
A method known as "communicative language teaching" gives students the
chance to converse in the language of instruction. They are able to speak in the target
language on a daily basis because they are using the functional element of language.
Learning is pleasurable when it is done via CLT activities like role plays, dramas, and
games.
Authentic material is typically utilized in communicative language education
because it's crucial to offer students a sense of how language is truly used outside of
the classroom. Students participate in communication-intensive, real-world projects.
With this method, the instructor creates an environment where students will probably
participate in real-world activities. The students are not aware of the results of such
actions. Their responses and emotions will determine the outcome. As a result, people
will remain intrigued and driven until they complete the task and observe the obvious
result (Savignon, 1991).
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Moreover, use the language through communicative activities in a class that

teaches communicative languages. The majority of these exercises are done in groups
and in pairs. Students get the chance to engage in authentic or realistic communication
through such activities. These are typically fluency-based exercises, like role-plays,
games, and information-gap exercises, as well as interviews (Morrow, 2018).
This idea that learning is more student-centered than teacher-centered is
supported by the communicative method. A PPP approach is used in most
communicative language education lessons. While the students do some exercises
and the teacher presents a portion of the course, the language is produced by the
students in more independent activities that facilitate communication. Consequently,
there is an increase in student discourse and a decrease in teacher talk. In addition to
facilitating student communication, the teacher creates environments that encourage
conversation. He observes their performance but does not interfere with the activities.
Correction of errors takes time. If he finds a mistake and knows he needs to fix it, he
fixes it in a subsequent activity that requires more accuracy. Nonetheless, students' job
is to negotiate meaning in order to communicate. They still need to attempt to
communicate with their peers and grasp their objectives, even if their grasp of the
target language is incomplete (Kukulska‐Hulme & Viberg, 2018).
The communicative approach is predicated on the notion that communicating
meaningfully is essential to learning a second language successfully. As a result, when
students engage in authentic communication, they will be able to acquire the language
since they will be actively using their natural language acquisition mechanisms.
4.2. Active and Meaningful Grammar Teaching
Every language has grammar, which is an essential element without which
effective communication would be nearly impossible. Messages must be formatted in
accordance with the language's conventions in order to be clearly understood.
Many students would probably picture a book full of guidelines and explanations
on when and how to employ different grammar structures when asked to define
grammar (Scrivener, 2011).
Harmer (2007) and other grammar writers refer to syntax as a set of rules
wherein elements follow specific guidelines. On the other hand, knowing grammar in
context has a deeper and more significant significance.
According to Ur (1988), grammar is the process by which a language
manipulates and mixes words (or fragments of words) to create longer units of
meaning.
For instance, grammar acts as a mediator between the meaning system and the
system of sounds or written symbols. Thus, the fundamental elements of language are
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phonology, orthography, semantics, morphology, and grammar (Greenbaum & Nelson,

2002).
Thornbury (1999) draws a comparison between intricate grammatical
knowledge and the lexical chunks of words common in early childhood and discusses
how certain "forms" communicate a specific meaning, demonstrating that the latter is
not always necessary. He continues by emphasizing the need for functions and forms
to correspond in order to prevent misunderstandings. Conventional structures and
forms serve specific purposes, but since there are so many of them, learners frequently
lack context awareness and are unable to select the appropriate form for the job at
hand.
As a result, students who are imaginative and have a large vocabulary will
perform better. Furthermore, he says that understanding grammar is crucial for "fine-
tuning" language and enables speakers to communicate their points more clearly.
According to Thornbury (1999), understanding grammar is not only essential,
but it also helps highly driven students become more proficient. Thornbury continues,
"self-directed grammar study helps prevent learners from reaching a language plateau,
when they struggle to overcome their "linguistic competence fossilizes." Furthermore,
he argues that students can benefit from the application of previously learned
grammatical structures when they exercise them in authentic contexts where they can
understand their purpose and give them meaning. The students' mental structures may
be fixed with the aid of this activity. In order to make grammar instruction more
"digestible," it is also advisable to break it up into units. Grammar, he says, is perfect
for building more structured curricula that are simple to target for practice on your own
or exams.
Andrews (1994) looked into teacher educators' perceptions of the grammatical
awareness and knowledge required for successful language instruction. The trainers'
responses revealed a range of abilities, including terminology knowledge, conceptual
understanding, awareness of language in communication, ability to reflect on language,
ability to choose language appropriate for students' proficiency, ability to analyze
grammar from the viewpoint of the learner, ability to foresee learner difficulties and
confidently handle spontaneous questions, ability to think on the spot during language
lessons, ability to explain grammar in plain terms, awareness of "standard" language or
correctness, and sensitivity to language mechanics.
Leech (1994) put forward a list of requirements for language teachers in the
same year. These characteristics he referred to as "mature communicative
knowledge." These include being able to explain how grammar functions with the
lexicon as a system, analyzing grammatical errors that students face, being competent
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and confident in assessing how grammar is used, being aware of the distinctions
between L1 and L2, and comprehending the simplification process that allows students
to be exposed to overt knowledge.
Some people believe that a key component of the subject matter expertise
required of language teachers is grammar (Andrews, 2003; Borg, 2003). But in ESL
circles, there has been disagreement over the function of grammar and the best ways
to teach it.
The communicative language approach and task-based approaches minimized
the requirement for grammar instruction, whereas previous TESL methods and
approaches significantly focused upon the analysis of grammar (Richards & Rodgers,
2001). The design of language teacher education programs has been impacted by
these arguments, which have split researchers and educators. Research and interest in
the function of grammar in language instruction, as well as teacher attitudes toward
grammar instruction, have increased recently. The main conclusions from research in
this field show that:
 Grammar's importance in language instruction is stressed by language
teachers (Burgess & Etherington, 2002; Ellis, 2006).
 Instructors agree that it is better to incorporate grammar instruction into
classroom activities than to teach it separately (Borg & Burns, 2008).
 Teachers admit their lack of confidence in their ability to teach grammar
(Burgess & Etherington, 2002; Brinton & Holten, 2001).
 There is a relationship between their beliefs and their effectiveness in
this area (Borg, 2001; Gordon & Harshbarger, 2003; Horan, 2002).
The aforementioned results demonstrate how supportive educators are of
integrating grammar with other subjects and how much they understand the importance
of teaching grammar. Despite this understanding of the importance of grammar for
successful language instruction, not much study has been done on the extent of
teachers' grammar expertise.
4.3. The Role of Grammar in English Language
The definition of grammar should be covered before moving on to a discussion
of grammar and its role in teaching English. Grammar is a system of rules that controls
how words (and smaller morphemes) can be used to produce sentences (Keck & Kim,
2014). But grammar can be divided into two categories, according to Ellis (2019),
prescriptive grammar and descriptive grammar. Prescriptive grammar refers to
language norms that are specifically mentioned in grammar books, with the idea that
they shouldn't be applied in everyday contexts. In other words, descriptive grammar
refers to contextualized language that is utilized in everyday circumstances, while
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prescriptive grammar concentrates on what should be spoken and written in

accordance with English standards. Put differently, morality is always relative.
However, educational grammar is another form of grammar that is quite pertinent.
Pedagogical grammar, according to Larsen-Freeman (2011), is concerned with
how grammar will be taught and acquired in second language classrooms as effectively
as possible. Additionally, grammatical knowledge, grammatical ability, grammatical
performance, and metalinguistic understanding are the dimensions of grammar that
Purpura (2004) lists. This study addresses grammatical performance and competence
in this regard. The latter appears to have a wider reach because it stresses the
learner's ability to actively use the language, whereas the former looks limited to the
academic setting because it suggests the learner's capacity to correctly complete
grammatical tests.
It is clear from the above explanations that grammar has been defined in a
variety of ways. Additionally, given the EFL context, in which English is taught and
learned in a school setting rather than naturally, it would be irresponsible to overlook
grammar and its functions in the L2 classroom, as grammar appears to be the most
concrete element on which EFL learners can rely. Put another way, for the majority of
EFL learners, grammar teaching serves as the primary source of language input in a
normal EFL classroom. Because of this, experts studying second language acquisition
(SLA) have over the years suggested an English curriculum that appropriately balances
grammar usage (function) and rules (form).
Some scholars disagree that grammar and grammar training are vital, despite
the fact that emphasis on grammar in context seems to have garnered a lot of support.
For instance, Krashen (1982) said that in order for a learner to effectively acquire an
L2, they must be exposed to a significant quantity of high-quality, manageably
challenging linguistic input. Because the L2 learner will be able to extract the essential
grammar from the vast amounts of linguistic information they have received, grammar
will take care of itself in this regard. Furthermore, the L2 student will undoubtedly "pick
up" the language if given the opportunity to enjoy it through enjoyable activities and
pleasure reading, for example. In other words, learning an L2 is comparable to
learning one's native tongue. Supporters of the non-grammar focus approach will
consider Krashen's argument to be "practical and relevant."
The aforementioned viewpoints of grammar and its functions in L2 classrooms
point to a grammar conundrum. Grammar is seen as the foundation of a strong
linguistic body and, as Larsen-Freeman (2011) put it, a rich resource for meaning
making and a tool of exquisite precision that enables us to create forms in order to
express delicate shades of meaning. On the other hand, grammar is reviled as a
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bothersome because, in spite of this, L2 learners cannot expect to make satisfactory

progress in their acquisition and learning of a second language without it.
Many people think that grammar is not used in communicative language
teaching. However, Spada believes that the assumption that “Communicative
Language Teaching" indicates an exclusive concentration on meaning” is a myth or a
mistake (Spada, 2007).
The popular misconception that CLT overshadowed grammar is actually only partially
accurate, as CLT syllabuses still have a strong foundation in grammar meaning that the
functions into which they are organized are related to the corresponding grammatical
points, even though they are organized according to categories of meaning or
functions. It can be contentious to discuss grammar's place in any communicative
method because of these myths and the influence of Natural Approaches, which
denied grammar's place in language learning. Nonetheless, some of the dispute
around the precise function of grammar in CLT may be resolved if we discuss the two
primary varieties of CLT—the shallow-end approach and the deep-end approach—
rather than just one (Thornbury, 1999).
The deep-end approach to CLT is based on the idea that grammar is acquired
unconsciously during the performance on those communicative situations, so it would
be pointless to teach grammar beforehand and explicitly. The shallow-end approach is
based on the idea that in order to make the learner use language in a communicative
situation, it is necessary to first learn the grammatical rules and then apply them in that
communicative situation (Thornbury, 1999).
This suggests that CLT addresses grammar, at least in its superficial sense.
First of all, it merely disguises the grammatical structures into communicative roles;
they exist even though they aren't stated clearly. Second, teaching functions explicitly
would still be teaching grammar if we adopt a functional. Halliday defined grammar as
the study of linguistic forms, or wordings, that realize functions or meanings; grammar
examines both wordings and functions (Halliday, 1997).
In the field of teaching English, grammar instruction is valuable. English's grammar is
its fundamental language. Learning is not something that happens on its own;
instruction is required. Grammar controls the syntax or word ordering that are
acceptable in a language at the sentence level. While some students may learn better
analytically than others when it comes to grammar, mastering grammatical principles is
essential if one is to use the English language correctly and fluently. Since grammar is
much like anything else, pupils' learning speeds will probably vary. To put it briefly,
teaching grammar is essential to teaching English as a second language.
4.4. Teaching English as a Foreign Language in High Schools to Young Learners
18
Over time, the English language has become increasingly significant in

Ecuador. The primary goal of Ecuador's National English Curriculum Guidelines is to
improve students' conversational skills. English is one of the disciplines included in
Ecuador's curriculum, which aims to provide specific objectives for the development of
social, intellectual, and personal skills. Additionally, it helps to achieve the aims of
innovation, fairness, and solidarity in education so that Ecuadorian students can
successfully participate in both local and global communities (Educational Ministry of
Ecuador, 2016).
The foundation of the EFL curriculum is the growth of critical and creative
thinking abilities as well as attitudes that incorporate moral principles like integrity and
honesty. It motivates students to behave appropriately while they are studying.
Additionally, the curriculum was created to enhance linguistic intelligence through the
use of competencies, which are based on the four macro- and micro skills and are
essential instruments in the teaching-learning process. EFL curricula help students
become proficient communicators by fostering group projects and the growth of their
problem-solving abilities. in line with international standards (CEFR) to improve the
students' capacity for social interaction in a range of contexts.
Students have the chance to study how linguistic diversity helps to create an
international society through the EFL program. Students can get a deeper
comprehension of their culture. In this sense, the curriculum adopts a constructivist
pedagogy, with students' prior knowledge serving as the basis for understanding,
expanding upon, and verbalizing concepts. Learners who comprehend L1 more fully
may possess cognitive, emotional, and motor abilities that support communication.
Ecuador has created a curriculum wherein English is a primary subject of study.
As the "umbrella" of the five threads of the EFL area, the communicative approach is
the foundation of this curriculum, which is integral and comprehensive (Educational
Ministry of Ecuador, 2016). One of the primary objectives of the Ecuadorian curriculum
is communication. It is crucial to note that teachers are permitted to design engaging
exercises and teaching methods that encourage students to participate in group
discussions in the classroom in order to accomplish this goal. Furthermore, the
Ecuadorian curriculum provides various avenues for implementing the communicative
language teaching approach to enhance students' communicative language
proficiency. The curriculum does not, however, make an effort to outline to teachers
how they must teach. Instructors are allowed to carefully choose the exercises,
approaches, strategies, and techniques they believe will best suit the needs of the
particular student groups (MinEduc, 2012). Students may feel inspired to learn and
produce when professors provide them with opportunities to acquire the language
19
through exercises or assignments that allow them to freely express themselves

(Harmer, 2007).
Conversely, the National Curriculum Guidelines regard Communicative
Language Teaching (CLT) as the primary methodology for all high school courses. This
strategy aims to address not only the four abilities based on the Common European
Framework of Reference, or CEFR, level but also the elements of communication
competence. The first is language proficiency, which includes vocabulary,
phonological, syntactic, grammatical, and lexical knowledge. The second is
sociolinguistic competence, which is defined as the ability to comprehend the social
environment in which language use or communication occurs (CEFR, 2003). The final
one is pragmatic competence, which is the ability to understand discourses and
messages. Richards (2006) states that it has to do with initiating, maintaining,
terminating, or redirecting contact.
According to CLT, speaking English with people throughout the world is a great
way for learners to pick up the language. As a result, the curriculum places a strong
emphasis on the value of open communication and flexibility with teachers in order to
foster a happy learning environment and pique students' interests. Additionally, the
curriculum emphasizes how crucial it is to maintain a variety of teaching strategies in
order to equally emphasize individual and cooperative learning in various contexts.
4.5. Communicative Language Teaching
A well-known and proven method that has gained popularity across the globe
for teaching languages, particularly English, is the communicative approach. It is the
method that has dominated English language instruction for the previous fifty years and
is still in use today (Brumfit, 1984).
The late 1960s and early 1970s are where the Communicative Approach first
emerged. The grammar-translation method and the audio-lingual method, which were
the previous two approaches to teaching foreign languages, did not satisfy many
linguists or educators. As a result, the communicative approach was developed. The
Council of Europe, along with notable linguists and educators like Hymes, Chomsky,
Wilkins, Van Ek, and Alexander, helped to establish this widely used methodology.
All of these linguists and educators believed, meanwhile, that kids were not
learning the language in the proper way throughout those years. They argued that
actual language and the "whole language" were not taught to them. Pupils lacked the
social language skills necessary to interact with others outside of the classroom in
authentic settings. Thus far, they have depended on language structures rather than
language functions and concepts. They were consequently unable to interact with
people in the language's culture (Spada, 2007).
20
The method of teaching second and foreign languages known as

Communicative Language Teaching (CLT) places a strong emphasis on interaction as
the ultimate purpose of language learning as well as its means. Another name for it is
the "Communicative Approach." In the past, CLT has been viewed as both an
expansion or improvement of the Notional-Functional Syllabus and a reaction to the
Audio-Lingual Method (ALM). A more modern improvement on CLT called task-based
language learning has seen a significant increase in popularity.
The aims of language education, how language is learned, the kinds of activities
that work best in the classroom to support learning, and the responsibilities that
teachers and students play in the process are all outlined in a set of concepts known as
communicative language teaching.
Language knowledge in the following areas is included in communicative competence:
- Proficiency in utilizing language for a diverse range of objectives and roles;
- Adaptability in language usage based on context and individuals involved;
- Ability to generate and comprehend various kinds of written communication;
- Being able to continue communicating even when one's linguistic skills are
limited.
Thus, the method of teaching foreign languages known as "communicative language
teaching" places a strong emphasis on interaction as the ultimate objective of language
acquisition as well as its method (Newmark, 1981).
Principles of CLT:
- The significance is prioritized in the CLT approach. The primary goal of the
technique is to enable students to comprehend the meaning and
communication of authors and speakers.
- According to this method, language structures are not as significant as
communicative functions. It is one of the most distinctive components of
communicative language instruction is its methodical consideration of both the
structural and functional parts of language, fusing them into a more
comprehensive communicative perspective. There are a finite number of
sentence patterns in every language. The learners' ability to communicate in the
target language is not aided by just learning such phrase patterns. The
communication roles of those structures must be taught to the student.
- The target language is utilized in the classroom while teaching language
utilizing the CLT method. Not merely the subject of study, the target language
serves as a medium for communication in the classroom (Brandl, 2008).
Because learners cannot communicate in the target language if they keep using
21
their original tongues. It is said that one should utilize one's native tongue
sparingly.
- It emphasizes appropriate language use over correctness. Preciseness appears
later on. It is thought that correctness comes naturally to those who learn how
to use the language correctly.
- Teaching language should involve the integration of all language abilities, rather
than focusing on a single one. It implies that developing reading and writing
skills is just as important as honing speaking abilities when it comes to
communication strategies.
- − It is impossible to learn a language by rote repetition. It is impossible to learn
on its own. It should be learnt through social interaction. One must struggle with
language in order to communicate in the target language. According to
Richards and Rodgers, the most effective way to learn the target language
system is to struggle with communication.
- Developing the learner's ability to communicate in the target language is the
main goal while employing this method. The teacher accepts mistakes because
the main goal is to help the students become proficient speakers of the target
language. When kids are engaging in tasks that need the target language, the
teacher shouldn't correct them. Once the activities are over, the teacher can
review the mistakes made by the students and make the necessary corrections.
- − The CLT technique gives students the chance to converse in the target
language. It promotes communication between students and between teachers.
It facilitates the development of pupils' cooperative relationships. Work should
be assigned by the teacher in groups or pairs so that students can share the
knowledge. It facilitates their communication with one another as well.
According to Richards and Rodgers, students are encouraged to engage with
others through written work, pair and group projects, and in-person interactions.
- The CLT technique gives students the chance to practice saying things
correctly in addition to teaching them what to say.
- − It is the teacher's responsibility to set up scenarios that encourage
communication. They should learn from the teacher how to utilize language in a
social setting. The instructor must to include exercises like role-playing that aid
students in acquiring the language in a social setting. Techniques for teaching
languages should be created in a way that motivates students to utilize the
target language. Language's functional elements ought to be prioritized.
- To encourage genuine communication in the classroom, employ role plays,
dramas, and games. It is important to provide students with opportunities to
22
hear language in naturalistic conversations. They could receive coaching on

methods to increase their comprehension (Kukulska‐Hulme & Viberg, 2018).
As previously outlined, CLT can now be seen as describing a collection of
fundamental assumptions about language learning and teaching, assumptions that
may be used in various contexts and that touch on various facets of the teaching and
learning processes. Some place a strong emphasis on the input into the process of
learning. Thus, content-based education emphasizes that the entire process of learning
a language is driven by the subject matter being taught. A greater emphasis on
instructional procedures is found in certain teaching proposals. For example, task-
based training promotes using specifically created instructional tasks as the
cornerstone of learning. Some emphasize learning outcomes and employ products or
outcomes as the foundation for lesson preparation, such as competency-based
education and text-based teaching.
The vast array of course books and other educational materials that credit CLT as
the foundation of their methodology demonstrate how CLT is still used today in its
traditional form. Furthermore, it has impacted other alternative methods of teaching
languages that adhere to a comparable pedagogy.
This idea that learning is more student-centered than teacher-centered is supported
by the communicative method. A PPP approach is used in most communicative
language education lessons. Students may finish some exercises and the teacher may
give a portion of the lesson, but the language is produced by the students in more
independent activities that facilitate communication. Consequently, there is an increase
in student discourse and a decrease in teacher talk. In addition to facilitating student
communication, the teacher creates environments that encourage conversation. He
observes their performance but does not interfere with the activities. Correction of
errors takes time. If he finds a mistake and knows he needs to fix it, he fixes it in a
subsequent activity that requires more accuracy. Students' job, however, is to negotiate
meaning in order to communicate. Students must endeavor to communicate not only
with their peers but also with themselves, even if their grasp of the target language is
incomplete (Kukulska‐Hulme & Viberg, 2018).
The communicative approach is predicated on the notion that communicating
meaningfully is essential to learning a second language successfully. As a result, when
students engage in authentic communication, they will be able to acquire the language
since they will be actively using their natural language acquisition mechanisms.
4.6. Developing the Communicative Competence and Sub-competencies
23
Foreign and second-language acquisition has always been controversial, and

various theories and methods for teaching languages have been proposed. Still in use
today, the grammar-translation method dominated foreign and second language
training for many years. A variety of language drills have been created to support the
behaviorist theory, which also dominates the field of language learning and maintains
that language is just another social behavior that can be learned through habit
formation, just like any other activity. Which competencies are required, even though
"effective language usage" is the common aim for all learners? As a result, both
linguists and methodologists have disagreed over the best ways to approach language
acquisition (Ahmed & Pawar, 2018).
Hymes' work, however, is regarded as foundational in the field of Communicative
Competence by numerous applied linguistics research. Hymes (1972) criticizes
Chomsky's formulation, arguing that nearly all of the socio-culturally significant material
is left out. It is insufficient to display CC to be able to form grammatically correct
phrases. A wide theory of competence, on the other hand, aims to explain how the
systematically possible, practicable, and suitable are related to produce and
comprehend cultural behavior that is actually observed. Well-intentioned, grammatically
correct locutions may be misunderstood due to sociolinguistic variances in
communication, such as register, lexico-syntax, or pragmatics, within or between
dialects of a language. A speaker of a second language occasionally fails to
understand a message the way a speaker of their native tongue (first language) does.
This suggests that the purpose of the encoded message and the result of the decoded
message will differ.
Linguistic competence, according to Chomsky (1965), is the capacity to define
grammar precisely. Understanding language and linguistics requires an understanding
of this idea of linguistic proficiency. Still, philosophers have not responded to it as well
as they may have, partly because to some misconceptions about it. He argued
explicitly that the grammar of a language is an idealization when viewed as a theory of
competence, and speakers are conscious of the norms defining the proper grammar of
their language in accordance with the theory of competence. Students must be able to
write at least part of their responses to fruitful inquiries and exhibit comprehension that
bolsters their confidence in order to build communicative competence.
Academics studying this topic have been using Canale and Swain's (1980) model
of communicative competence the most since it was developed. In the area of
"communication skills," this evolution is still going strong today. Hymes' emphasis in his
"model of communicative competence on sociolinguistic work" was shared by Canale
and Swain. Their theory, which is predicated on the interaction of sociolinguistic and
24
grammatical competence, holds that some language usage standards would have no
significance in the absence of grammatical rules. However, without at least a basic
level of grammatical competence in French, one is unlikely to be able to communicate
effectively with a monolingual speaker of Canadian French. For example, one can
acquire adequate sociolinguistic competence in Canadian French simply by developing
such competence in Canadian English.
This paradigm refutes Hymes' claim that grammar rules would be meaningless in
the absence of language usage norms by highlighting the critical role grammar plays in
effective communication. Either way, both models emphasized how crucial it is for
grammatical and social skills to interact in every communication event. Canale and
Swain contend that the study of sociolinguistic competence is essential to the study of
communicative competence, just as the study of grammatical competence is to the
study of communicative competence.
The elements of communicative competence were first presented by Canale and
Swain (1980) and Canale (1983) as follows:
A. Grammatical competence: This skill comprises knowledge of syntax,
grammar, phonology, morphological rules, and lexical items. This knowledge,
which demonstrates the language's fundamental structure and how to
accurately interpret and convey an utterance's literal meaning, is comparable to
Hymes' linguistic competence and is a component of communicative
competence.
B. Sociolinguistic competence: The rules for using language in a given
sociocultural context are part of this communication ability. This knowledge is
essential for understanding and coming up with statements that are relevant to
society. Social rules must be understood in order to make and understand
remarks that are appropriate in a given situation. It is comparable to
sociolinguistic competence in Hymes' paradigm of communicative competence.
C. Strategic competence: This component covers compensatory verbal and
nonverbal communication strategies for communication breakdowns.
Inadequate language or sociolinguistic abilities could be the cause of these
communication breakdowns.
D. Discourse competence: According to Canale (1983), this component is the
capacity to incorporate linguistic functions and structures into a text to make it
logical and cohesive.
4.7. The Task-Based Learning Approach and the Task Cycle.
25
4.7.1. Task-Based Language Teaching (TBLT)
In order to elicit authentic samples of language use, Ziyaeemehr, (2013)

states that Task-Based Language Teaching (TBLT) "utilizes a set of tasks that are
representative of how learners perform when they are actually involved in real-life and
often real-time complex situations." A powerful variation of CLT is TBLT.
4.7.2. Task-based Learning and Communication Skills
Through the use of the target language, task-based learning gives students
the chance to advance their communicative language skills. Students are engaged in a
real-world scenario where completing a task requires oral communication. As stated by
Willis and Willis (1996), "a task is an activity where the learner uses the target
language for a communication purpose in order to achieve an outcome." It is clear from
this description that the goal of a task is to give target language usage a legitimate
purpose so that students may interact with it successfully. Three phases of task-based
learning are proposed by Willis and Willis (1996): pre-task, task cycle, and language
emphasis.
In order to help pupils better understand the task instructions, the teacher
presents the topic and teaches a few words or phrases during the pre-task phase. The
learners complete the tasks during the task-cycle stage. The exercises are completed
by the students in the target language. In a task cycle, students complete the
assignment, then move on to the planning phase, where they organize and draft a
public performance, focusing on both accuracy and fluency. In the language focus
stage teacher and the learners talk about the language used so that the learners stand
a better of making corrections for the next job. In order the tasks performed by the
pupils to be valuable for them, they need to incorporate some specified elements.
(Willis & Willis, 1996).
Task-based language instruction reinforced Nunan (2004) following recommendations:
 Task-based learning meets the learner's immediate needs.
 Since the goal is to acquire communication skills through interaction in the
target language, the learner must express thoughts and opinions.
 The application of real resources to the educational process. Abstract
knowledge in task- oriented learning is put into practice and employed in real
world application.
 Learners focus not just on the language but also on the learning process itself
 The value of students' own experiences in enhancing classroom instruction
 There should be a connection between the language used in the classroom
and outside of it (Nunan, 2004).
26
However, Celik (2017) states that task-based learning is a simple approach to learn
a language because it increases the likelihood that students would practice their
language skills while doing assignments. Tasks that require learners to interact with
one another in the target language effectively address their requirement for
communication skill development. Task-based learning enables students to practice
their newly acquired language in addition to learning it.
According to Jurčenko (2015), there are three main components to a task in TBLL:
pre-task (think of vocabulary related to the topic), task-cycle (students discuss the task
in groups and present the report), and post-task (working with real material,
emphasizing vocabulary, linguistic patterns, etc.).
Graphic 4.1. Three phases of applying tasks based on Willis (1996)
4.8. The Lexical Approach

Michael Lewis (1993) introduced the lexical approach to foreign language
instruction. The fundamental premise behind this method is that learning to
comprehend and produce lexical words in chunks is a crucial component of language
acquisition. When teaching is done this manner, students learn to recognize
grammatical patterns and have meaningful, predefined word usage at their disposal.
In support of the lexical approach, Schmitt (2000) added to the learning theory
by stating that the mind stores and analyzes these [lexical] chunks as discrete wholes.
Because the brain's short-term memory is far less abroad than its long-term memory, it
is far more effective for our brain to retrieve a lexical chunk as a single unit of
information rather than retrieving individual words as discrete units of information.
Since Lewis claims that fixed terms make up a larger amount of speech than
original words and sentences, the lexical method focuses on teaching fixed terms that
are frequently used in discussions. In this approach, vocabulary is valued more highly
than grammar itself. Although it isn't always because of the Lexical Approach, teaching
English as a foreign or second language now frequently involves chunks and set
phrases. This is due to the fact that between 55 and 80 percent of the speech
27
produced by native speakers is composed of prepared words. If one did not master
premade expressions or pieces, fluency might be deemed impossible to achieve.
A lexical approach to teaching languages is one that is based on the idea that
words and word combinations, or lexis, are the fundamental units of planning and
instruction rather than grammar, functions, concepts, or any other type of unit. Lexical
approaches in language instruction are based on the idea that the lexicon is essential
to language use, second language acquisition, and language structure. This is
especially true of multiword lexical units, or "chunks," which are learnt and utilized
independently. Additionally, linguistic theory has acknowledged that vocabulary plays a
more important part in linguistic description.
4.9. Common European Framework of Reference (CEFR)
The CEFR is a descriptive framework that can be used to assess students'

language proficiency and requirements, provide instructional activities and methods for
teaching English to speakers of other languages, and offer evaluation
recommendations. The Council of Europe (2001) states that the purpose of the CEFR
is to support and encourage collaboration between educational institutions across
national borders, offer a reliable foundation for the mutual recognition of language
credentials, and help students, instructors, course designers, examining bodies, and
educational administrators to organize and coordinate their efforts.
4.9.1. Purpose and Principles OF CEFR
The Council of Europe (2001) stated that the stated goal of the CEFR is to
offer a standard foundation for the development of language curricula, syllabuses,
tests, textbooks, etc. throughout Europe.
This action research project will be conducted with B1-level learners, who, in
accordance with the CEFR, are able to manage most circumstances when traveling to
locations where English is used and comprehend the major ideas of straightforward
texts on well-known subjects in standard language. Additionally, they are able to write
short, well-organized texts on well-known subjects. They are able to articulate ideas
and plans, as well as experiences, occurrences, desires, and aspirations.
4.9.2. Using the CEFR in the classroom: teaching and lesson planning
Trim (2011) makes the following arguments about the advantages of using the CEFR
in the classroom:
The most effective approaches to teaching languages center on the practical
results of language acquisition, such as the precise skills and abilities that exam scores
signify, rather than just the grades themselves. One very good approach to do this is to
28
tie instruction to the CEFR. A well-defined framework for proficiency offers a learning
context that can assist students in self-orientation and goal-setting. Since there is an
ideal level that each learner should be working at, it serves as the foundation for
customizing instruction. It enables instruction to concentrate on the advantages and
disadvantages that either support or impede students. It permits a common
understanding of proficiency levels, makes it easier to establish reasonable learning
objectives for a group, and connects learning outcomes to future possibilities for
learners, such as employing the language to effectively complete a specific career or
pursue higher education (Trim, 2011).
4.10. Developing Action Research in the EFL Classroom: Theories and
Relevant Studies
Whereas there are two primary forms of action research, the focus of this
work is on reflective practice. This relates to action research for the professional
development of educators. It allows the instructor the opportunity to act on any
particular issue and improve their teaching proficiency (Halsey, 1972).
Action research should be directed to practical problems and should have
practical effects and it is component of the typical reflective practice of many
instructors, but it is slightly more rigorous (Wallace, 1998).
According to Henson (1996), action research is the practice of examining an
actual classroom or school setting in order to enhance the caliber of directives or acts.
Teachers can use action research as a method to examine their practice and
investigate potential issues in order to make meaningful adjustments that will improve
their effectiveness. Similarly, action research, according to Watts (1985), is a process
in which participants analyze and evaluate their own work and explore collaborating
with other participants and colleagues to better their profession. Action research is a
method that teachers can utilize to improve their teaching practices, as Sagor (2004)
notes. Moreover, action research is seen as a chance for all teachers to become fully
immersed in their own classrooms and create or design far more efficient teaching-
learning processes. With action research, educators can take charge of their instruction
and get expertise in planning, carrying out, monitoring, and analyzing projects
(Johnson, 2005).
According to Burns (1999), action research has the following crucial features:
Contextual, small-scale, and localized is one of them. Stated differently, the researcher
pinpoints and looks into the issue of a particular circumstance. Action research
assesses and reflects on a situation in order to make improvements and changes to it,
which is another crucial component. Teacher can join in a collaborative investigation
involving colleagues, participants and researchers. The last but not the least, action
29
research is focused on data collection which provides the incentive for improvements.
4.10.1. Benefits of action research
O'Leary (2011) asserts that action research is crucial to education. It

encourages transformation and problem-solving through cooperative efforts between
participants and researchers. Action research is seen as a vital tool for enhancing
instructional strategies by experimenting with innovative or unconventional approaches
to standard teaching and learning. During that process, cooperative learning
techniques could significantly enhance the learner-teacher and learner-learner
relationships. Furthermore, action research enhances the current teaching environment
by offering teacher research, professional development, and training, enabling teachers
to play a significant role as change agents in the educational system.
According to Johnson (2012), action research gives teachers the ability to
better understand the needs of their students and modify their approach to better suit
their needs. In a similar vein, through research, information gathering, and personality,
interest, and ability analysis, the researcher can develop a plan of action to establish a
suitable learning environment and improve teaching outcomes. Ultimately, action
research has a significant impact on education. In a dynamic and approachable
manner, teachers can enhance the quality of education by comprehending and
addressing major issues in the learning of foreign languages.
Elliott (2001) argues that there are numerous advantages related to process
quality. Among these advantages are the following: action research can enhance goal
achievement during the teaching-learning process and help teachers and students
understand one another better. Additionally, it backs up methodological choices that
enhance the way modifications are implemented in the classroom. However, learners
can also profit from the research in addition to teachers. Students can actively
participate in decision-making to design their own learning environment in the
classroom. Students may be inspired to engage in future action research projects and
classroom activities as a result.
Action research assists in adding validity and relevance, turning the
information into something significant in an environment that the instructor is
accustomed to. Furthermore, research is beneficial for teachers' professional
development since it gives them confidence and shows them how to keep becoming
better. Teachers can share their experiences and teaching philosophies and foster
better collegial contact through cooperative teamwork. Another significant advantage of
action research is that it provides opportunity for teachers to evaluate their methods
and look into the effects they are having on their pupils. Based on the findings, they
30
can then take appropriate action to improve their techniques. In conclusion, action
research participants become more adaptable in their thinking and receptive to novel
encounters; research in education is helpful in enhancing communication (Ferrance,
2000).
5. METHODOLOGY
31
5.1. Design of the research.
This chapter explains the methodology for collecting the data and information
needed for the study. It displays the methods and tools utilized in the data collection
process. This chapter also covers the kind of research, the research methodology,
and the research site.
The process of actively engaging in a changing environment while also

conducting research is included in this action research. It will be used in
experiments conducted over time on a particular teen demographic in an effort to
enhance the teaching methods and instructors' awareness of the contexts in which
they conduct their study. Action research is a methodical data collection technique
that aims to provide insights into how students learn through the application of novel
strategies and then considers the potential consequences.
This section will contain pertinent guidelines for the advancement of this
research project. Context, design, research type, participants, methods, techniques,
instruments, materials, and process are all taken into consideration when
developing this section. These sections are important to the development of action
research because they help the researcher stay on track and keep in mind the
necessary elements for the successful completion of the study project. Contextual
relevance includes giving the researcher accurate details on the circumstances, the
setting, and the reality in which the study will be conducted, as well as the
requirements, expectations, traits, and limitations of the learners. The researcher
can then take appropriate action to improve their constraints. The design and
research type are very important because they will determine the procedure the
researcher will follow to make the plans come to pass as well as how he will
interpret and analyze the data acquired.
The research action approach will serve as the foundation for the current
study. It will be more responsive, open, and fluid. It will happen via a dynamic,
complementary process that includes problem diagnosis, planning, action,
observation, and reflection. In order to reflect and analyze the problem to be solved,
the researcher first detects the problem and does real action research. Additionally,
a mixed method approach will be used to gather various data kinds, and the findings
of the quantitative and qualitative data will correlate at different points in time.
Conversely, it is imperative to consider the methodologies, techniques,
32
instruments, and materials required to establish the data collection process, as well
as the efficient tools and resources that will be employed. This aids researchers in
obtaining trustworthy and dependable data. These sections will also include
comprehensive guidelines, pointers, targets, and resources for researchers to
successfully develop their work.
Lastly, as they will assist the researcher in defining the actions and activities
that will be carried out in the process, the procedure and execution of the action
research portions are essential. This section outlines each step that the researcher
must do. She will not become lost as a result.
5.2. Methods, Techniques and Instruments.
5.2.1. Methods
In this section, the data collected during the execution of the research through
the intervention plan will be described. The descriptive action research will be
conducted using the following significant techniques:
- Comprehensive approach: This will be used to examine how grammar is taught

to teens in public schools between the ages of fifteen and sixteen, involving
task-based activities. Furthermore, it would be helpful to comprehend the
significance of teaching methodologies and their impact on students' acquisition
of communication grammar. This approach makes it easier to analyze how
grammar knowledge develops, and by using activities to teach grammar in an
EFL classroom over time, it will be feasible to demonstrate the efficacy of the
teaching method.
The researcher will apply synthetic and analytical methodologies to establish a

theoretical relationship between grammar learning and task-based activities to
enhance communicative competence. In addition, the researcher will use these
techniques to examine the information acquired from data gathering tools. It will
also be used to make the information's interpretation, a logical analysis, and
conclusions.
- In light of the analytical method, it will be helpful to understand more about the
advantages and impacts of task-based activities as a strategy to enhance the
grammar acquisition of study participants. Grammar is widely regarded as the
primary instrument for effectively communicating ideas in the English language.
But for it to grow, more engaged and driven students must participate in the
33
teaching-learning process. Additionally, this approach will help with the analysis
of the information the researcher has gathered. Certain tools, such as an
observation guide with distinct signs to demonstrate how the approach produces
results, will be necessary to make it happen.
- The synthetic method will offer a clear comprehension of the actual issue that
EFL students have when learning grammar. Compiling the strategy's modes and
their efficacy for teens at the starting level will also be beneficial. The
participatory diagnostic method will be required by the researcher to ascertain
the limits of the students' learning.
- The scientific method will make it possible to examine the strategies and task-
based activities used to help students' English grammar. It will support the
observations made both prior to and during the intervention. It will assist the
researcher in establishing a potential answer, as well as in making and
analyzing pertinent predictions.
- The descriptive method will make it possible to describe the various phases of
the investigation as well as the types of resources the researcher used. It will be
used to clarify and evaluate the study's focus.
- Participative diagnostic method: this approach can help ascertain the actual
circumstances surrounding how task-based activities impact students' motivation
and advancement of their grammatical knowledge. It will enable the researcher
to have a deeper comprehension of the challenges faced by the students in the
EFL classroom. In light of these constraints, the researcher is able to alter reality
by implementing innovative methods through task-based activities as
appropriate.
- Through the use of the statistic method, it will be feasible to perform a quantitative
statistical analysis on the data collected from the data gathering instruments.
Likewise, it will be used for the qualitative data analysis.
The proactive method will be employed in order to choose the most effective strategy
of action to enhance grammar acquisition:
- It will be crucial to conduct research using the proactive method to ascertain the
learners' communication needs. Choosing the most effective alternatives among
task-based activities as a strategy would help to overcome the students'
grammatical learning limitations.
34
- Workshops method: This practical option will help researchers organize and
implement the materials that will be helpful to work through the application of task-
based activities, enabling students to identify and resolve their own learning
challenges and become more engaged in the process of learning English. It will
assist in stating clear goals for each class, creating a welcoming atmosphere for
grammar instruction. Students must be able to increase both their communication
ability and their awareness of grammar. Lastly, the thorough evaluation will be
used by the researcher to evaluate the workshop.
- Comprehensive assessment method: Using task-based activities with the goal of

teaching and learning grammar, the researcher will use this technique to evaluate
the students' progress at the end of each session. Also, the students' progress in
the sub-skill will be assessed using the observation guide.
5.2.2. Techniques and Instruments
Data Collection
The relevant information will be gathered using a mixed method in order to

address the research topic. Quantitative data will be collected using three semi-
structured tests. The data gathering will be easily summarized, compared, and
generalized to fit a variety of response types. Qualitative data will be gathered through
interviews, two sets of structured questionnaires, and the researcher's careful
observation of students' performance. The qualitative data will offer insights into the
thinking behind how the students interpreted the findings.
Test
A test will be designed to collect pertinent data in order to address the

research topic. To optimize validity and reliability, the researcher will create a pre-test,
middle-test, and post-test that will be administered at different points during the
research under the same conditions and for the same amount of time. Additionally,
the National Curriculum Document-Education Ministry's interval criteria and contents
will be used to measure the tests.
In order to estimate the prior students' understanding of the target grammar at

the start of the intervention plan, a pre-test consisting of seven multiple-choice
questions will be used to evaluate students' grammar. In the midst of the procedure, a
middle-test will be used. The data acquired is essential for assessing the extent to
which students understand the language presented in earlier sessions and for
35
assessing how far along they are in their learning. At the conclusion of the process, a
post-test will be given in class so that the researcher can answer any questions made
by the students and provide a clear explanation. Additionally, one hundred percent
return rate should be guaranteed. The learners will be able to respond in a variety of
ways as a result. It will be useful to confirm the strategy's efficacy.
Observation
To gather qualitative data, the researcher will pay close attention to how each
student performs throughout the lesson. When the project comes to a close, she will
apply an observation checklist to write down what has occurred in class so that they
can look into, evaluate, and consider their results. The researcher will also be able to
watch how the technique is perceived and responded to by the students thanks to this
instrument.
Interview
The chosen group will be the subject of the interview. The tool's semi-
structured question design will allow for the collection of data to determine whether
the research's second objective has been met. In order to get as much information as
possible, the interview will be conducted following the intervention strategy. The
thoughts, experiences, and interest of the students in their learning process should be
documented.
Questionnaires
There will be two sets of face to face questionnaires used. The responses from
students will be gathered through a closed questionnaire of eight questions. In
addition to being quite methodical in how the answers are marked, the questions will
be designed to be simple to comprehend and to instill a sense of ease in the
participants. This tool will assist in gathering data regarding the strategy's use both at
the start and end of the intervention for the learning of English grammar.
Procedures
The current action research will be based on the Kemmis and McTaggart (1988)
36
approach. Action research will take place throughout a dynamic, complementary

process made up of a few key elements.
1. Exploration
At this point, the investigator will gather data in order to pinpoint the issue
pertaining to the study work's theme. Pre-tests and questionnaires must be used in
order to determine students' enthusiasm to learn in English classes as well as their
level of grammar understanding.
2. Carrying out the action research
a. Planning
The researcher will create an intervention plan based on the usage of task-based
strategies and activities in an EFL classroom for improving English grammar use. In
addition, the resources, time, and data gathering tools.
b. Implementing
This step involves the researcher implementing the intervention plan over a
period of time to address the challenges students encounter when studying grammar
in an EFL classroom.
c. Observing
Throughout the intervention plan's execution, the researcher will monitor the
student's development. In order to ascertain whether or if students' performance and
perception have improved, the researcher will keep apprised of the results of using
those techniques and exercises. She also uses the observation guide to record
pertinent details during the execution of lesson plans.
d. Reflecting
The researcher will examine, contrast, and assess the impact of the action
research findings in order to make conclusions after the teaching process has been
completed. She assesses the methodology and findings from the pre-test, middle-test,
and post-tests. Furthermore, the information gleaned from the surveys, interviews,
and observations. The collected data will be used to assess if the project has
benefited the teenagers. These findings will be provided in an illustrative and
descriptive form.
e. Disseminating
37
This stage involves disseminating the intervention study along with ideas with
educators, parents, students, and authorities. Both a private and a public presentation
will feature it.
Population Sample
“26 de Noviembre” High School is a public institution, it is located in Zaruma,

El Oro, Ecuador. It is composed of a population of 2,000 students approximately. It
has several courses which are divided in two levels: upper level and high school level.
In this study, I will include twenty-four students (fourteen girls and ten boys)
that are enrolled in their second year of high school and range in age from 15 to 16.
Three hours a week of mandatory English sessions, lasting forty-five minutes each,
are required of them. The national government's ministry of education provides the
organization with an English textbook to use. According to the Ecuadorian Educational
System's CEFR Reference Levels, all students have an intermediate level of English.
Learners lack sufficient understanding on how to use English grammar

correctly. The majority of students struggle when studying English grammar; they find
it hard to distinguish between the various tenses, the exceptions to the rules, and they
often mix the rules with those of their home tongue.
This institution contains an assortment of components that could enhance our

youths learning-teaching process and promote the socio-critic constructivist
educational model, which holds that each person learns by creating their own
knowledge and engaging in conscious learning.
6. STUDY
[In this section, students must include the following practical information, related to the
research they are going to carry out:
38
 Description of the context of the research (type of institution the research

project was carried out in, participants’ profile, etc.)
 Description of the corpus and data collection (when and how the interviews,
questionnaires, etc. were carried out). The actual interviews and questionnaires
can be included in the appendices.
 Research tools used for the analysis (statistical software, audio and video
recorders, note taking through direct observation or journals)
 Description of the research plan, clarifying each research stage: exploration,
planning, evaluation and improvement proposal.
Length: 15-20 pages
7. RESULTS AND DISCUSSION
[This section must present and elaborate on the results of the study, to then proceed to
a critical dialogue between the obtained results and the expected results based on the
theoretical background. Some of the topics that can be covered are: was there any
problem in the implementation of the methodology? Did the results comply with the
expected outcome? Can the results allow generalization to other areas of that topic?]
Length: 25-30 pages
8. CONCLUSIONS
[Conclusions reflect on what happened in the study. In this section, you must provide
direct answers to the aims of the study. Likewise, you may want to refer to further lines
of research or possible future applications of the project.
Moreover, this section must include a plan of short/medium term and long term actions,
which must include objectives, challenges and improvements set by the students
themselves based on the knowledge collected from their own practice.]
Length: 6-10 pages
9. BIBLIOGRAPHY
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& Bacon.
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Education.
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VocabuApplying Task-based Language Learning Method for Teaching
Vocabulary. Rural Environment. Education. Personality.
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Company.
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10. APPENDIX
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Advance - Action Research- FPMTL

ADVANCE – FINAL PROJECT

Personal and academic information:

Student Name: Group:

Selena Jackeline Cordero Olmedo 2022-06

Email address: Date:

seyacoroli04@gmail.com January 6th,

Advance 1 must develop sections 2, 3, 4, and 5, and it should have up to 35 pages.

This file must be named according to the following model:

Advance 2 file must be named according to the following model:

One of the most crucial things to understand when learning English is

information and comprehension on how to enhance instruction and address any

2. JUSTIFICATION OF ACADEMIC AND PERSONAL INTEREST

advantageous since it can assist the researcher in identifying the students'

3. RESEARCH QUESTION AND OBJECTIVES

An essential component of action research is the formulation of research

 To design strategies, and communicative task-based activities to

A research project needs a theoretical basis in order to be sustained. Important

The aim of language learning is communicative competence; the main idea is to

Moreover, use the language through communicative activities in a class that

phonology, orthography, semantics, morphology, and grammar (Greenbaum & Nelson,

prescriptive grammar concentrates on what should be spoken and written in

bothersome because, in spite of this, L2 learners cannot expect to make satisfactory

Over time, the English language has become increasingly significant in

through exercises or assignments that allow them to freely express themselves

The method of teaching second and foreign languages known as

hear language in naturalistic conversations. They could receive coaching on

4.6. Developing the Communicative Competence and Sub-competencies

Foreign and second-language acquisition has always been controversial, and

4.7. The Task-Based Learning Approach and the Task Cycle.

4.7.1. Task-Based Language Teaching (TBLT)

In order to elicit authentic samples of language use, Ziyaeemehr, (2013)

Graphic 4.1. Three phases of applying tasks based on Willis (1996)

4.8. The Lexical Approach

The CEFR is a descriptive framework that can be used to assess students'

4.9.1. Purpose and Principles OF CEFR

O'Leary (2011) asserts that action research is crucial to education. It

5.1. Design of the research.

The process of actively engaging in a changing environment while also

Conversely, it is imperative to consider the methodologies, techniques,

5.2. Methods, Techniques and Instruments.

- Comprehensive approach: This will be used to examine how grammar is taught

The researcher will apply synthetic and analytical methodologies to establish a

- Comprehensive assessment method: Using task-based activities with the goal of

5.2.2. Techniques and Instruments

The relevant information will be gathered using a mixed method in order to

A test will be designed to collect pertinent data in order to address the

In order to estimate the prior students' understanding of the target grammar at

approach. Action research will take place throughout a dynamic, complementary

2. Carrying out the action research

“26 de Noviembre” High School is a public institution, it is located in Zaruma,

Learners lack sufficient understanding on how to use English grammar

This institution contains an assortment of components that could enhance our

 Description of the context of the research (type of institution the research

7. RESULTS AND DISCUSSION

Length: 25-30 pages

Length: 6-10 pages

Ahmed, S. T., & Pawar, S. V. (2018). Communicative competence in English as a

Ferrance, E. (2000). Themes in education: Action research. Providence, RI: Northeast