Producción oral dentro de un marco de aprendizaje basado en la indagación: un estudio con estudiantes principiantes de la lengua inglesa (ELL)

Abstract

The present paper reports the internship project performed within ninth-grade students of the public school Colegio Sorrento IED. This internship explores the implementation of Inquiry-Based Learning (IBL) to promote English language oral production among beginners through activities and topics based on their context. The intervention was carried out with two ninth grade courses, with different English levels, and group attitude. This internship uses interviews, observations, and journals as instruments that gather information about students' performance and experience during each IBL cycle. The findings relate to learning the English language from an Inquiry-Based perspective. This approach allowed students to be more attentive and more engaged in the activities due to the topics worked on since they were curious to explore and investigate on their own. Therefore, students developed non-communicative skills that decrease their nervousness and lack of confidence. General discussion leads to the conclusion that exposing students to speaking activities is a process that requires time to enhance oral production.This paper may impact the teaching community, providing a perspective about strategies and methods based on inquiry in the learning process.