APRENDIZAJE BASADO EN TAREAS PARA

MEJORAR LA RETENCIÓN DE VOCABULARIO

EN LAS AULAS DE INGLÉS COMO LENGUA

EXTRANJERA: UN PLAN DE INTERVENCIÓN

EN ESTUDIANTES DE SECUNDARIA DE LA

DOI: https://doi.org/10.37811/cl_rcm.v8i5.14756

RESUMEN

El presente estudio exploró la efectividad del Aprendizaje Basado en Tareas (ABT) para mejorar la

retención de vocabulario en inglés en estudiantes de secundaria en Loja. Este enfoque práctico y

significativo se aplicó mediante un plan de intervención con tareas contextualizadas y relacionadas con

intervención, junto con cuestionario para recoger las percepciones de los estudiantes sobre el proceso

de aprendizaje. Los resultados mostraron que el grupo experimental tuvo una retención de vocabulario

significativamente mayor en comparación con el grupo de control, sugiriendo que el ABT es un método

eficaz para mejorar la adquisición de vocabulario en el contexto de la enseñanza de inglés en secundaria.

Esta investigación aporta evidencia relevante al campo de la enseñanza de idiomas en Ecuador,

proporcionando una base para desarrollar estrategias pedagógicas orientadas a tareas que promuevan un

aprendizaje más significativo y duradero en estudiantes de secundaria.

Palabras clave: aprendizaje basado en tareas, retención de vocabulario, enseñanza de inglés

ABSTRACT

The present study explored the effectiveness of Task-Based Learning (TBL) in improving English

vocabulary retention in high school students in Loja. This practical and meaningful approach was

applied through an intervention plan with contextualized tasks related to everyday life situations to foster

long-term vocabulary retention in learning English as a foreign language. The research employed a

quasi-experimental design, using an experimental group that participated in activities designed under

the TBL model and a control group that followed a traditional approach. Tasks included conversation

dynamics, problem-solving, and collaborative activities, facilitating interaction and practical use of

along with a questionnaire to collect students' perceptions of the learning process. The results showed

that the experimental group had significantly higher vocabulary retention compared to the control group,

English in high school. This research contributes relevant evidence to the field of language teaching in

Artículo recibido 09 septiembre 2024

Aceptado para publicación: 10 octubre 2024

INTRODUCTION

In the field of language acquisition, vocabulary learning is widely regarded as one of the fundamental

elements of mastering a second language. For students learning English as a foreign language (EFL),

having a large and well-retained vocabulary is crucial not only to express thoughts and ideas more

accurately but also to improve their understanding of oral and written discourse. As stated by Ramadhan

According to Ramadhan et al. (2021), in such environments, students rarely have opportunities to

interact with vocabulary in meaningful, real-world situations, significantly obstructing their ability to

internalize and retain words in the long term.

The problem of vocabulary retention is exacerbated when traditional teaching approaches dominate

classroom practice (Xuyen & Trang, 2021). These methods typically focus on repetition and

memorization, with little emphasis on the active use of vocabulary in communicative or functional

contexts. As Harol et al. (2020) mention based on their study results, students may become adept at

recalling isolated lists of words for short periods, only to forget them soon after which disconnect

between learning and retention highlights a critical gap in current teaching methodologies, emphasizing

the need for more dynamic approaches that engage students cognitively and contextually (Fasih, 2022).

completion of meaningful tasks that reflect real-life scenarios. Contrasting traditional methods that

prioritize memorization and repetition, TBL encourages students to actively engage with the language

through authentic tasks that require the practical application of vocabulary (Xuyen & Trang, 2021).

Based on the study carried out by, Tachom (2021), not only does this approach support better retention

of new words, but it also, helps students develop a deeper understanding of the context in which those

words are used. Following Chua and Lin (2020),the focus on practical, real-world tasks allows students

negotiate meanings, clarify misunderstandings, and practice fluency, all of which contribute to a more

comprehensive language-learning experience.

Despite the advantages offered by task-based learning, many educational institutions continue to rely on

more traditional methods of vocabulary teaching, often overlooking the potential benefits of this more

interactive and communicative approach(Fasih, 2022). The persistence of these traditional methods

raises important questions about the effectiveness of current teaching practices in fostering long-term

vocabulary retention (Safitri et al., 2020). Given the growing recognition of the importance of

communicative competence in language learning, there is a pressing need to explore alternative methods

that can bridge the gap between vocabulary acquisition and retention. This research seeks to evaluate

the effectiveness of task-based learning on vocabulary retention among EFL learners. Specifically, the

to one group, censoring it from another, and then determining how both groups scored on an outcome

(Miller et al., 2020). The research involves two groups: an experimental group that receives TBL-based

instruction and a control group that follows traditional vocabulary learning methods, primarily focused

on memorization and repetition (Uygun & Cesur, 2024). In words of Uygun and Cesur (2024), the quasi-

experimental design is chosen to compare the two instructional approaches in a real educational setting,

ensuring that the findings reflect practical classroom dynamics (Miller et al., 2020).

To assess vocabulary retention, this study uses a combination of the ´pre-test and post-test for both

groups which completed a vocabulary test to measure their knowledge of the target words. As Gul Malik

and Alam, 2019) stated, that the pre-test was administered at the beginning of the study to establish a

starting point for each group’s vocabulary knowledge. On the other hand, the post-test was given after

the intervention period to measure the retention of the target vocabulary. This post-test was administered

one month after the intervention to assess long-term retention of vocabulary. As well as an observation

checklist was used during the intervention period to document the interaction and engagement levels of

students in the experimental group as they completed task-based activities. All tests are designed based

on word lists included in the school’s curriculum for B1-level students, focusing on high-frequency

vocabulary words (Davison, 2024).

vocabulary in authentic contexts. These tasks were designed to mimic real-world scenarios, such as role-

playing, collaborative problem-solving, and simulated conversations. For example, one task might

involve planning a trip and discussing the necessary arrangements, which requires using travel-related

vocabulary. However, the control group (Traditional Approach) focused on students who were taught

the same vocabulary using conventional methods, which included drilling, rote memorization of word

lists, and fill-in-the-blank exercises. No emphasis is placed on the contextual use of the words or

test and post-test scores were analyzed using a t-test to determine if there were statistically significant

differences between the two groups in terms of vocabulary retention (Davison, 2024). The delayed post-

test scores were analyzed similarly to assess long-term retention. Dos Santos (2020) mentioned that

observation data from the experimental group was analyzed to identify patterns of engagement and

interaction that may contribute to better retention.

Therefore, the study adheres to ethical guidelines, ensuring the confidentiality and anonymity of all

participants. Informed consent from parents and assent from students were obtained before participation.

Additionally, the study aims to ensure minimal disruption to the students' normal learning process by

aligning the research activities with their regular curriculum (Dos Santos, 2020).

A potential limitation of this study is the relatively short intervention period, which may not fully capture

(Creswell, 2017).

RESULTS AND DISCUSSION

This section presents the study findings based on the data collected from the pre-test, post-test, and

delayed post-test scores. The results are presented using descriptive and inferential statistics, supported

by graphical and tabular representations. Before the intervention, a vocabulary test was administered to

the experimental and control groups to measure and compare their baseline knowledge. After the four-

Table 1. Results of Pre and Post-test

Group

Pre-test

Post-test

Experimental Group

6.15

8.20

Control Group

6.1

6.4

Author: Researchers

Graph 1. Results comparison

Qualitative data from classroom observations indicate that students in the experimental group exhibited

higher levels of engagement and interaction during task-based learning activities. They actively

participated in role-playing, group discussions, and problem-solving tasks, which involved meaningful

use of the target vocabulary (Dinh, 2022). In contrast, students in the control group primarily engaged in

individual tasks such as rote memorization and had limited opportunities for communicative interaction.

implemented in a secondary school, where they integrated task-based learning activities to engage

students' vocabulary retention, and they showed high improvement and students’ motivation in class.

CONCLUSIONS

The results of this study demonstrate that task-based learning (TBL) is an effective method for

improving vocabulary retention among EFL learners. Compared to traditional memorization-based

methods, TBL allows students to interact with new vocabulary through meaningful, real-life tasks,

resulting in better short-term acquisition and better long-term retention. The experimental group

consistently outperformed the control group on both posttests and posttests, indicating that when

students use vocabulary in authentic communicative contexts, they are more likely to internalize and

retain the words. This suggests that by incorporating tasks that reflect real-world language use, teachers

importance of designing tasks that are relevant to students’ real-life experiences, as this relevance