Generating oral interaction through task based learning including formulaic sequences

Abstract

Oral interaction plays a significant role in language learning since this is the first communication skill individuals develop. Previous research has addressed different teaching methods –content-based approach, collaborative work, and self-directed learning– to enhance speaking. Nonetheless, little attention has been given to Task Based Learning, including the use of specific Formulaic Sequences, to promote oral interaction in English. In order to cope with this issue, the present qualitative action research used field notes, journals, questionnaires, video and audio recordings to collect data, which was analysed through the grounded theory approach. The findings showed that fifth graders from a public school, with A1 level, started using specific Formulaic Sequences to interact orally they also developed peer and group work strategies, and they increased their self-value. Additionally, these participants enjoyed the whole process because they realized progress in their English proficiency level. Though not all the participants’ performance was successful and the short time for English lessons was another limitation, the institution where the study took place, and other public schools in Bogota, could adopt this approach to promote oral interaction in children with similar characteristics to the participants in this research.