The methodology of Task-based teaching (TBT) has been positively regarded by many researchers and language teachers around the world. Yet, this language teaching methodology has been mainly implemented in English as a second language (ESL) classrooms and in English for specific purpose (ESP) courses; and more specifically with advanced-level learners. The present experimental research study aimed at proving the feasibility of a Task-Based Assessment (TBA) approach in a different learning context: A beginning Spanish class. That is to say, contrary to the traditional TBT-TBA implementation, the experiment was conducted in a foreign language class with students bearing a low level of language proficiency. The research produced positive results in terms of students’ linguistic and communicative performance.
Herrera Mosquera, L. (2011). Using Tasks to Assess Spanish Language Learning. GiST Education and Learning Research Journal, (6), 147 - 158. Retrieved from https://gistjournal.unica.edu.co/index.php/gist/article/view/18