Action Research and Didactics on Foreign Language Evolution

Abstract

With the objective to find ways to attain the descriptors established by the Common European Framework of Reference for Languages (CEFR) for the standardization of language learning, a group of 12 students from first year of the Foreign Languages Major at Universidad de Oriente was selected to implement an action research project and revise the procedures and techniques used in the teaching –learning process. The group included students from the three existing groups, 6 males and 6 females. The methodology followed in the experiment took into consideration steps offered by Burns, A (1998), Nunan, D. (1990) and Wallace, M.J. (1998) for action research; besides Bausela´s (2004) professional perspectives: a social perspective (professional formation and social participation), and a personal perspective (formative aspects and cognitive aspects). First, an action was planned to address the problem, then the cycle planning, acting, observing and reflecting was followed according to the characteristics of this type of research and some arguments offered in Harmer ´s cycle (2005). Among the limitations detected in the linguistic diagnosis too much hesitation, poor speaking and writing production with short simple sentences, tendency to use Spanish to complete the ideas, and Spanish-like intonation patterns were registered. To solve the problems detected an “English club”, which included different activities, was created, and put into practice. They contributed to improve the students’ performance with the English language.