Task-based learning and the development of speaking in university students

This volume delves into the crucial intersection between Task-Based Learning (TBL) and the promotion of oral proficiency in the demanding context of higher education. The ability to communicate effectively in a second language, particularly English, has established itself as an indispensable asset in an increasingly interconnected academic and professional world. In this context, TBL emerges not simply as a methodology, but as a comprehensive "educational proposal" that seeks to reorient teaching-learning processes toward the achievement of authentic communicative objectives, offering a robust alternative to more traditional approaches. The relevance of this pedagogical paradigm has been consistently underscored in the specialized literature, evidencing a growing interest and a "rapid growth phase" in research over the last decade.
This book aims to explore in depth the theoretical foundations that underpin TBL and its intrinsic relationship with the development of oral proficiency. The principles that define a "task" as the central axis of learning will be examined, and how this approach is based on the premise that language is most effectively acquired through interaction and functional use in meaningful contexts. This will then move on to practical application, detailing principles for the design and implementation of tasks specifically geared toward enhancing oral proficiency in the university classroom, illustrated with a catalog of adaptable activities and the integration of technological resources. A critical analysis of oral proficiency assessment methods within a TBL framework, along with the challenges inherent in their implementation and future prospects for the field, will constitute the third pillar of this work. Finally, an empirical case study contextualized in the Peruvian university setting will be presented, allowing the theoretical constructs and pedagogical strategies discussed to materialize and thus offering a valuable counterpoint to research conducted in other settings.