Multimodal tool Based on Tasks for Learning English in Sixth Grade in Florencia, Caquetá (Colombia)

Abstract

This article gives an account of a research-action educational process which main objective was proposing a multimodal context-based tool that based upon Task-based Learning (TBL) to contribute to the English learning process of a group of students from sixth grade in a public school in Florencia, Caquetá. This tool was designed grounded on document analysis, polls and diagnostic assessments. A field diary and work evidence from the students was used for its implementation. The results suggest that the contextualized resources, the multimodality, and the TBL encourage effective learning environments in which students build their knowledge from their interest topics, fro resources such as video games, games, and digital platforms to develop integrally its language abilities.