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The STAR framework: towards a more communicative EFL class

English instruction needs to be transformed to provide learners with a suitable environment that allows them to interact in real life situations. For this reason, Task-based Instruction (TBI) has been included into a communicative framework to offer opportunities for learners to use the language...

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Autores Principales:	Olivares, Cinthya, Barrantes, Lena, Brenes Sánchez, Verónica
Formato:	Artículo
Idioma:	Inglés
Publicado:	Escuela de Lenguas Modernas, Universidad de Costa Rica 2020
Materias:	INSTRUCCIONES DIDÁCTICAS ENSEÑANZA DE IDIOMAS TECNICAS DE ENSEÑANZA INGLES COMUNICACION ORAL DIDACTIC INSTRUCTIONS LANGUAGE TEACHING TEACHING TECHNIQUES ENGLISH ORAL COMMUNICATION
Acceso en línea:	http://hdl.handle.net/11056/18244 https://revistas.ucr.ac.cr/index.php/rlm/article/view/42499

id	RepoUNACR18244
recordtype	dspace
spelling	RepoUNACR182442020-09-25T09:01:47Z The STAR framework: towards a more communicative EFL class El formato STAR: hacia una clase de ESL más comunicativa Olivares, Cinthya Barrantes, Lena Brenes Sánchez, Verónica INSTRUCCIONES DIDÁCTICAS ENSEÑANZA DE IDIOMAS TECNICAS DE ENSEÑANZA INGLES COMUNICACION ORAL DIDACTIC INSTRUCTIONS LANGUAGE TEACHING TEACHING TECHNIQUES ENGLISH ORAL COMMUNICATION English instruction needs to be transformed to provide learners with a suitable environment that allows them to interact in real life situations. For this reason, Task-based Instruction (TBI) has been included into a communicative framework to offer opportunities for learners to use the language without penalizing them for inevitable failures in accuracy, motivating them to engage in the learning process (Willis & Willis, 2007). Inspired by the TBI methodology, a framework called STAR was created to intensify the use of communication in each stage of the lesson (starter, tackle, automatization and recycling stages). Bearing this in mind, the purpose of this qualitative study is to demonstrate the extent to which STAR fosters a more communicative environment for English teaching. This research was conducted in a language program in a public university in Costa Rica, where twenty-five English teachers were consulted about the effectiveness of the framework; added to this, classroom observations and researchers’ logs provided a deeper understanding about the role of STAR. The results evinced the effectiveness of the use of communicative activities within the framework proposed to foster spontaneous speech, heighten engagement, increase risk taking skills, boost learners’ autonomy and build up collaboration in the EFL classroom. La enseñanza del inglés necesita ser transformada para proveer a los estudiantes con un ambiente apropiado que les permita interactuar en situaciones de la vida real. Debido a esto, la instrucción por tareas (Task-based Instruction) ha sido incluida en la metodología comunicativa para ofrecer oportunidades a los estudiantes de utilizar el lenguaje sin sentir temor por los errores inevitables que cometan, motivándolos a involucrarse en el proceso (Willis y Willis, 2007). Inspirado en la instrucción por tareas, el formato llamado STAR fue creado para intensificar la comunicación en cada etapa de la lección. Con esto en mente, el propósito del siguiente estudio cualitativo es demostrar el alcance del formato de clase STAR para desarrollar un ambiente más comunicativo en la enseñanza del inglés. Esta investigación fue llevada a cabo en un programa de inglés de una universidad pública en Costa Rica, donde veinticinco profesores de inglés fueron consultados sobre la efectividad del formato por medio de un cuestionario. Además, las investigadoras realizaron observaciones de clase, obteniendo bitácoras para una mejor comprensión del rol del formato. Los resultados de este estudio evidencian la efectividad de actividades comunicativas bajo el formato propuesto para fomentar el uso espontáneo del lenguaje, la participación, las habilidades para tomar riesgos, la autonomía y la colaboración en el aula. Sede Regional Brunca, Campus Pérez Zeledón 2020-09-24T19:47:46Z 2020-09-24T19:47:46Z 2020 http://purl.org/coar/resource_type/c_6501 1659-1933 http://hdl.handle.net/11056/18244 https://revistas.ucr.ac.cr/index.php/rlm/article/view/42499 eng Acceso abierto Attribution-NonCommercial-NoDerivatives 4.0 Internacional http://creativecommons.org/licenses/by-nc-nd/4.0/ application/pdf Escuela de Lenguas Modernas, Universidad de Costa Rica Revista de Lenguas Modernas no.32 11-30 2020
institution	Universidad Nacional de Costa Rica
collection	Repositorio UNA-Costa Rica
language	Inglés
topic	INSTRUCCIONES DIDÁCTICAS ENSEÑANZA DE IDIOMAS TECNICAS DE ENSEÑANZA INGLES COMUNICACION ORAL DIDACTIC INSTRUCTIONS LANGUAGE TEACHING TEACHING TECHNIQUES ENGLISH ORAL COMMUNICATION
spellingShingle	INSTRUCCIONES DIDÁCTICAS ENSEÑANZA DE IDIOMAS TECNICAS DE ENSEÑANZA INGLES COMUNICACION ORAL DIDACTIC INSTRUCTIONS LANGUAGE TEACHING TEACHING TECHNIQUES ENGLISH ORAL COMMUNICATION Olivares, Cinthya Barrantes, Lena Brenes Sánchez, Verónica The STAR framework: towards a more communicative EFL class
description	English instruction needs to be transformed to provide learners with a suitable environment that allows them to interact in real life situations. For this reason, Task-based Instruction (TBI) has been included into a communicative framework to offer opportunities for learners to use the language without penalizing them for inevitable failures in accuracy, motivating them to engage in the learning process (Willis & Willis, 2007). Inspired by the TBI methodology, a framework called STAR was created to intensify the use of communication in each stage of the lesson (starter, tackle, automatization and recycling stages). Bearing this in mind, the purpose of this qualitative study is to demonstrate the extent to which STAR fosters a more communicative environment for English teaching. This research was conducted in a language program in a public university in Costa Rica, where twenty-five English teachers were consulted about the effectiveness of the framework; added to this, classroom observations and researchers’ logs provided a deeper understanding about the role of STAR. The results evinced the effectiveness of the use of communicative activities within the framework proposed to foster spontaneous speech, heighten engagement, increase risk taking skills, boost learners’ autonomy and build up collaboration in the EFL classroom.
format	Artículo
author	Olivares, Cinthya Barrantes, Lena Brenes Sánchez, Verónica
author_sort	Olivares, Cinthya
title	The STAR framework: towards a more communicative EFL class
title_short	The STAR framework: towards a more communicative EFL class
title_full	The STAR framework: towards a more communicative EFL class
title_fullStr	The STAR framework: towards a more communicative EFL class
title_full_unstemmed	The STAR framework: towards a more communicative EFL class
title_sort	star framework: towards a more communicative efl class
publisher	Escuela de Lenguas Modernas, Universidad de Costa Rica
publishDate	2020
url	http://hdl.handle.net/11056/18244 https://revistas.ucr.ac.cr/index.php/rlm/article/view/42499
_version_	1796094830166671360
score	12.040689

The STAR framework: towards a more communicative EFL class

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