Task-Supported-Teaching to promote EFL Oral Fluency

  • Rigoberto Castillo Universidad Distrital Francisco José de Caldas
  • Heidy Erika Silva-González Universidad Distrital Francisco José de Caldas, Colombia
  • Leidy Sanabria-Chavarro Universidad Distrital Francisco José de Caldas, Colombia
Keywords: Conversation club, foreign language, oral production, Task-supported teaching, tutoring


This paper presents a study that looked into the structuring of tasks that may foster oral fluency in an intensive eight-week course with 25 young adult and adult learners of English as a foreign language in a format of tutoring sessions for conversation. The action research involved two teachers and a research advisor, coauthors of this paper. Researchers identified two drawbacks: learners claimed that instruction was not helpful for them to use English outside the classroom and that they had difficulty in retaining information in long-term memory. With surveys, interviews, observations, and videos, the research team gathered data on students' progress, goals, performance and beliefs. The pedagogical intervention with Task-Supported Teaching (TST) produced these results: a) TST promoted cooperation b) the degree of participation correlated with the students’ purpose for learning English, and c) TST raised their awareness on the acquisition of speaking.


Download data is not yet available.

Author Biographies

Rigoberto Castillo, Universidad Distrital Francisco José de Caldas

holds a Ph.D in Education from The University of Texas at Austin. Fulbright alumnus and recipient of the National Award of ASOCOPI-TESOL.  Professor at Universidad Distrital and member of the research group Formación de Educadores. His duties include research courses, advising and mentoring undergraduate and doctoral students. He has written several books and articles. His 2014 book was nominated to the ELTons award in the U.K. and just completed a book on academic writing supported by ICT. He serves on the Advisory Committee for the Colombian Fulbright Commission and referee for the journals MEXTESOL, GIST. HOW, and LACLIL.

Heidy Erika Silva-González, Universidad Distrital Francisco José de Caldas, Colombia

has completed her B.A in TEFL at Universidad Distrital Francisco José de Caldas. She has been a Teacher assistant and participated in academic events. She works as an EFL teacher in a school located in Bogota, Colombia.

Leidy Sanabria-Chavarro, Universidad Distrital Francisco José de Caldas, Colombia

is an English teacher who loves being a lesson plan developer and improving her students' language proficiency. Nowadays, she is working in a private school with teenagers and is involved in a new project that aims to make students increase their critical thinking and reading skills. She has studied an English bachelor at Distrital University.


Ausubel, D. (1978). In defense of advance organizers: A reply to the critics. Review of Educational Research, 48, 251-257.

Bueno, A., Madrid, D., & McLaren, N. (2006). TEFL in Secondary Education. Granada: Editorial Universidad de Granada, 4-7.

Castillo, R. (2014). Teaching and Learning another Language Strategically. Bogotá, Universidad Distrital Francisco José de Caldas. Retrieved from http://die.udistrital.edu.co/publicaciones/teaching_and_learning_another_language_strategically

Council of Europe (2018). Common European Framework of Reference for Languages (2018). Retrieved June 29, 2018 from: https://www.coe.int/en/web/common-european-framework-reference-languages/level-descriptions

Chuang, Y. Y. (2009). A study of college EFL students’ affective reactions and attitudes toward two types of performance-based oral tests. J. Educ. Res, 43, 55-80. Retrieved May 1, 2017 from: http://www.cedu.nutn.edu.tw/cedu/ch/upload/2011122210443493.pdf

Fergusson, K. (2018): How to teach an English conversation class. Retrieved, January 28, 2018 from: https://owlcation.com/academia/How-to-teach-a-conversation-class

Folse, K. (2006). The Art of Teaching Speaking. Michigan: The University of Michigan

Fraenkel, J., N.E Wallen & H. H. Hyun. (1993). How to design and evaluate research in education (Vol. 7). New York: McGraw-Hill.

Hayes, K. (2012). Using tutoring to increase student achievement on end of course assessments. Retrieved April, 2012 from: http://www.nwmissouri.edu/library/researchpapers/2012/Hayes,%20Kathryene.pdf

Hutchinson, T. and A. Waters. (1987). English for Specific Purposes: A Learning-centred approach. Cambridge: Cambridge University Press.

Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing. Thousand Oaks, CA: Sage.

Long, M., & Robinson, P. (1998). Focus on form: Theory, research and practice. In C. Doughty, & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 15–41). Cambridge, England: Cambridge University Press.

Moeller, A. and T. Catalano. (2015). Foreign Language Teaching and Learning. Faculty Publications: Department of Teaching, Learning and Teacher Education. 196. http://digitalcommons.unl.edu/teachlearnfacpub/196

Prabhu, N.S. 1987. Second Language Pedagogy. Oxford: Oxford University Press.

Richards, J. (2013). Curriculum approaches in language teaching: forward, central and backward design. Retrieved August 17, 2017 from: http://journals.sagepub.com/doi/pdf/10.1177/0033688212473293

Shafipoor, M., & F. Latif. (2015). A comparative study of Task-Based vs. Task-Supported teaching approaches in an EFL context. International Journal of Applied Linguistics and English Literature, 4(5), 92-96. Retrieved on October 12, 2017 from: http://www.journals.aiac.org.au/index.php/IJALEL/article/view/1569/1509

Swan, M. (2005). Legislating by hypothesis: the case of Task-Based instruction. Applied Linguistics, 26, 376-401.
How to Cite
Castillo, R., Silva-González, H. E., & Sanabria-Chavarro, L. (2018). Task-Supported-Teaching to promote EFL Oral Fluency. GiST Education and Learning Research Journal, (17), 106-127. https://doi.org/10.26817/16925777.443