UNIVERSIDAD NACIONAL DE ASUNCION

FACULTAD DE FILOSOFIA
CONSEJO DIRECTIVO
Misión: “Formar profesionales e investigadores de excelencia, con enfoque inclusivo,
compromiso ético, respeto y responsabilidad en el ámbito de las Ciencias Humanas y Sociales
mediante la docencia, la investigación y la extensión universitaria”

Visión: “Ser una institución líder en la formación de profesionales e investigadores en el área de las Ciencias Humanas y Ciencias
Sociales, reconocidos por el espíritu crítico y la capacidad innovadora”
CORRESPONDE A LA RESOLUCIÓN N° 084-17-2023
 UNIVERSIDAD NACIONAL DE ASUNCION
FACULTAD DE FILOSOFIA
CONSEJO DIRECTIVO
Misión: “Formar profesionales e investigadores de excelencia, con enfoque inclusivo,
compromiso ético, respeto y responsabilidad en el ámbito de las Ciencias Humanas y Sociales
mediante la docencia, la investigación y la extensión universitaria”

Universidad Nacional de Asunción

Campus, San Lorenzo
Unidad Académica: Facultad de Filosofía
Sede Central
Dirección: Académica

MASTER'S IN FOREIGN LANGUAGE ENGLISH

ACTION RESEARCH IN THE ENGLISH LANGUAGE CLASSROOM

ACTION RESEARCH PROJECT

EVALUATION OF THE INFLUENCE OF GRAMMAR-TRANSLATION METHODS

AND TASK-BASED LEARNING (TBL) ON THE ENGAGEMENT AND LEARNING
OF COMPARATIVES AND SUPERLATIVES IN ENGLISH AMONG THIRD-YEAR
HIGH SCHOOL STUDENTS OF THE SCIENTIFIC BACCALAUREATE IN SOCIAL
SCIENCES AT THE COLEGIO NACIONAL E.M.D. DR. EUSEBIO AYALA.

BAcc MAGDALENA VILLASANTI CRISTALDO

PhD GABRIELA DOLSA

EUSEBIO AYALA, OCTOBER 2024

Visión: “Ser una institución líder en la formación de profesionales e investigadores en el área de las Ciencias Humanas y Ciencias
Sociales, reconocidos por el espíritu crítico y la capacidad innovadora”
CORRESPONDE A LA RESOLUCIÓN N° 084-17-2023
 UNIVERSIDAD NACIONAL DE ASUNCION
FACULTAD DE FILOSOFIA
CONSEJO DIRECTIVO
Misión: “Formar profesionales e investigadores de excelencia, con enfoque inclusivo,
compromiso ético, respeto y responsabilidad en el ámbito de las Ciencias Humanas y Sociales
mediante la docencia, la investigación y la extensión universitaria”

General Objective:
To evaluate how the Grammar-Translation and Task-Based Learning (TBL) methods
influence student engagement and learning in the use of comparatives and superlatives in
English among third-year secondary education students.
Project Description:
This project focuses on developing students' ability to use comparatives and superlatives in
English. The influence of the Grammar-Translation and Task-Based Learning (TBL) methods
will be evaluated through activities designed to foster structured practice and communication
in real-world contexts. The engagement and learning of third-year secondary education
students will be analyzed to identify which approach is more effective in teaching these
grammatical concepts.

General Research Question:

How does the application of the Grammar-Translation and Task-Based Learning (TBL)
methods influence the engagement and learning of third-year secondary education students in
the use of comparatives and superlatives in English?

Specific Research Questions:

1. What is the level of student engagement in learning comparatives and superlatives when
using the Grammar-Translation method compared to the TBL method?
2. What differences are observed in students' academic performance in the use of
comparatives and superlatives when taught through the Grammar-Translation approach
versus the TBL approach?
3. How do students perceive their own motivation and participation in learning activities
designed with each of the methodological approaches?
4. Which aspects of each approach contribute most to the effective learning of
comparatives and superlatives in English according to students' experiences?

Interactive Activities:

 Topic: Comparatives and superlatives in English.

Visión: “Ser una institución líder en la formación de profesionales e investigadores en el área de las Ciencias Humanas y Ciencias
Sociales, reconocidos por el espíritu crítico y la capacidad innovadora”
CORRESPONDE A LA RESOLUCIÓN N° 084-17-2023
 UNIVERSIDAD NACIONAL DE ASUNCION
FACULTAD DE FILOSOFIA
CONSEJO DIRECTIVO
Misión: “Formar profesionales e investigadores de excelencia, con enfoque inclusivo,
compromiso ético, respeto y responsabilidad en el ámbito de las Ciencias Humanas y Sociales
mediante la docencia, la investigación y la extensión universitaria”

 Activity:
o For the traditional method, students will work on sentence translation,
structured exercises, and explicit grammar rules.
o For the current method (TBL), students will engage in collaborative activities
such as comparison games, oral presentations, and "Spot the Differences"
activities to apply comparatives and superlatives in real-world contexts.

The following sections detail the corresponding lesson plans for each method.

Visión: “Ser una institución líder en la formación de profesionales e investigadores en el área de las Ciencias Humanas y Ciencias
Sociales, reconocidos por el espíritu crítico y la capacidad innovadora”
CORRESPONDE A LA RESOLUCIÓN N° 084-17-2023
 UNIVERSIDAD NACIONAL DE ASUNCION
FACULTAD DE FILOSOFIA
CONSEJO DIRECTIVO
Misión: “Formar profesionales e investigadores de excelencia, con enfoque inclusivo,
compromiso ético, respeto y responsabilidad en el ámbito de las Ciencias Humanas y Sociales
mediante la docencia, la investigación y la extensión universitaria”

Lesson Plan 1: Traditional Method (Grammar-Translation)

Colegio Nacional E.M.D. Dr. Eusebio Ayala

Teacher: Magdalena Villasanti Cristaldo Date: October 23rd 2024

Department: Cordillera Subject: Foreign Language - English
Educational Level: Secondary Grade: 3rd Duration: 40 minutes

Competency: Understands and produces simple oral and written texts in response to
personal, social, and cultural communicative needs.

Skill: Highlights the highest degree of significance of an object, animal, or person in relation
to other elements in a group.

Topic: Comparatives and Superlatives

Indicators:

 Identifies the use of comparatives in a sentence.

 Identifies the use of superlatives in a sentence.
 Distinguishes comparative sentences from superlative sentences.
 Actively participates in class.

Didactic Moments:

Introduction (10 minutes):

 Greeting and welcome.

 Review of the previous class using the "Brainstorming" technique.
 Based on the introductory activity, the skill and indicators are presented.
 Establish classroom rules to be followed during the lesson:
o Raise your hand to speak.
o Avoid using aggressive, obscene, or offensive language.

Visión: “Ser una institución líder en la formación de profesionales e investigadores en el área de las Ciencias Humanas y Ciencias
Sociales, reconocidos por el espíritu crítico y la capacidad innovadora”
CORRESPONDE A LA RESOLUCIÓN N° 084-17-2023
 UNIVERSIDAD NACIONAL DE ASUNCION
FACULTAD DE FILOSOFIA
CONSEJO DIRECTIVO
Misión: “Formar profesionales e investigadores de excelencia, con enfoque inclusivo,
compromiso ético, respeto y responsabilidad en el ámbito de las Ciencias Humanas y Sociales
mediante la docencia, la investigación y la extensión universitaria”

o Pedagogical use of cell phones.

Development (20 minutes):

 Theoretical Explanation: The teacher presents the grammar rules of comparatives

and superlatives on the board, explaining adjective endings (-er, -est) and the use of
"more" and "most."
Example:
Comparative: "adjective + -er than" (bigger than, smaller than)
Superlative: "the + adjective + -est" (the biggest, the smallest)
 Examples in Spanish and English: The teacher shows examples translated into
English, and students are asked to copy them into their notebooks.

Closure (10 minutes):

 Evaluation Exercises: Using the task analysis technique.

 Translation Exercise: Students will receive a sheet with sentences in Spanish that
they need to translate into English using comparatives and superlatives.
b. Example sentences:
i. "My house is bigger than yours."
ii. "The elephant is the biggest animal in the zoo."
 Structural Exercise: Students must complete sentences in English using the correct
adjectives in their comparative or superlative form.
c. Example:
i. "This road is __________ (long) than the other one."
ii. "Mount Everest is __________ (high) mountain in the world."
 Correction of Exercises: The teacher reviews the exercises with the class, correcting
mistakes and reviewing grammar rules.
 Verification of the achievement of indicators, skills, and classroom rules.

Visión: “Ser una institución líder en la formación de profesionales e investigadores en el área de las Ciencias Humanas y Ciencias
Sociales, reconocidos por el espíritu crítico y la capacidad innovadora”
CORRESPONDE A LA RESOLUCIÓN N° 084-17-2023
 UNIVERSIDAD NACIONAL DE ASUNCION
FACULTAD DE FILOSOFIA
CONSEJO DIRECTIVO
Misión: “Formar profesionales e investigadores de excelencia, con enfoque inclusivo,
compromiso ético, respeto y responsabilidad en el ámbito de las Ciencias Humanas y Sociales
mediante la docencia, la investigación y la extensión universitaria”

Verification Methods:

 Method: Grammar-Translation
 Procedure: Test
 Instrument: Written test
 Technique: Oral presentation, task analysis, brainstorming

Resources:

 Blackboard
 Translation exercise sheet

Bibliography:

Propuesta curricular 2021

MEC (2021). Comparativo- Superlativo. Asunción.
MEC, Paraguay (2014). Actualización curricular del Bachillerato Científico de la Educación
Media. Plan Común. Área Lengua, Literatura y sus Tecnologías. Asunción: MEC.
Ministerio de Educación y Ciencias. (06 de julio de 2020). Tu escuela en casa: Lengua
Extranjera. Inglés. MEC. https://aprendizaje.mec.edu.py/aprendizaje/login.

Visión: “Ser una institución líder en la formación de profesionales e investigadores en el área de las Ciencias Humanas y Ciencias
Sociales, reconocidos por el espíritu crítico y la capacidad innovadora”
CORRESPONDE A LA RESOLUCIÓN N° 084-17-2023
 UNIVERSIDAD NACIONAL DE ASUNCION
FACULTAD DE FILOSOFIA
CONSEJO DIRECTIVO
Misión: “Formar profesionales e investigadores de excelencia, con enfoque inclusivo,
compromiso ético, respeto y responsabilidad en el ámbito de las Ciencias Humanas y Sociales
mediante la docencia, la investigación y la extensión universitaria”

Formative Test on Comparatives and Superlatives

Colegio Nacional E.M.D. Dr. Eusebio Ayala
Teacher: Magdalena Villasanti Cristaldo Grade: 3rd Date:Otober 23rd 2024
Complete all exercises as indicated. Use the knowledge about comparatives and superlatives
that we have covered in class.
1. Translate the following sentences from Spanish to English using comparatives
and superlatives.
a) El elefante es el animal más grande del zoológico.
b) El Amazonas es el río más largo del mundo.
c) Mi hermano es más alto que yo.
2. Complete the following sentences in English using the correct adjective in its
comparative or superlative form.
a) Mount Everest is __________ (high) mountain in the world.
b) My dog is __________ (small) than your dog.
c) The Nile is __________ (long) river in Africa.
3. Read the following sentences and mark with a "C" if the sentence is comparative
or with an "S" if it is superlative.
a) She is the smartest student in the class. ( __ )
b) This is the oldest building in the city. ( __ )
c) John is taller than his brother. ( __ )
4. Choose the correct answer from the given options.
1. Which of these is a superlative?
a) Taller than
b) The tallest
c) More beautiful than
d) The smaller
2. Which of these is a comparative?
a) The most interesting
b) Bigger than
c) The best
Visión: “Ser una institución líder en la formación de profesionales e investigadores en el área de las Ciencias Humanas y Ciencias
Sociales, reconocidos por el espíritu crítico y la capacidad innovadora”
CORRESPONDE A LA RESOLUCIÓN N° 084-17-2023
 UNIVERSIDAD NACIONAL DE ASUNCION
FACULTAD DE FILOSOFIA
CONSEJO DIRECTIVO
Misión: “Formar profesionales e investigadores de excelencia, con enfoque inclusivo,
compromiso ético, respeto y responsabilidad en el ámbito de las Ciencias Humanas y Sociales
mediante la docencia, la investigación y la extensión universitaria”

Lesson Plan 2: Modern Method (Communicative Approach - Task-Based

Learning - TBL)
Colegio Nacional E.M.D. Dr. Eusebio Ayala
Teacher: Magdalena Villasanti Cristaldo Date:October 23 rd 2024
Department: Cordillera Subject: Foreign Language - English
Educational Level: Secondary Grade: 3rd Duration: 40 minutes
Competency: Understands and produces simple oral and written texts in response to
personal, social, and cultural communicative needs.
Skill: Highlights the highest degree of significance of an object, animal, or person in relation
to other elements in a group.
Topic: Comparatives and Superlatives
Indicators:
 Identifies the use of comparatives in a sentence.
 Identifies the use of superlatives in a sentence.
 Distinguishes comparative sentences from superlative sentences.
 Constructs comparative and superlative sentences.
 Actively participates in class.
Didactic Moments:
Introduction (10 minutes):
 Greeting and welcome.
 Warm-up (Comparison Game): Students, in pairs, look around the classroom and
make comparisons using simple adjectives.
o Example:
 "The board is bigger than the desk."
 "My pencil is shorter than yours."
 Based on the warm-up activity, the skill and indicators are presented.
 Establish classroom rules to be followed during the lesson:
o Raise your hand to speak.
o Avoid using aggressive, obscene, or offensive language.

Visión: “Ser una institución líder en la formación de profesionales e investigadores en el área de las Ciencias Humanas y Ciencias
Sociales, reconocidos por el espíritu crítico y la capacidad innovadora”
CORRESPONDE A LA RESOLUCIÓN N° 084-17-2023
 UNIVERSIDAD NACIONAL DE ASUNCION
FACULTAD DE FILOSOFIA
CONSEJO DIRECTIVO
Misión: “Formar profesionales e investigadores de excelencia, con enfoque inclusivo,
compromiso ético, respeto y responsabilidad en el ámbito de las Ciencias Humanas y Sociales
mediante la docencia, la investigación y la extensión universitaria”

o Pedagogical use of cell phones.

Development (20 minutes):
 Activity 1: Comparing Animals (10 minutes):
Images of different animals (giraffe, tiger, mouse, elephant) are projected, and
students, in groups, must make comparisons and superlatives.
o Example:
 "The elephant is bigger than the tiger."
 "The mouse is the smallest of all."
 Activity 2: Spot the Differences (10 minutes):
Students, in pairs, receive two similar images with differences (houses, people,
vehicles), and they must describe those differences using comparatives and
superlatives.
o Example:
 "House A is taller than House B."
 "Person A is the oldest."
Closure (10 minutes):
 Group Presentation: Each group will present their comparisons and superlatives to
the rest of the class. Other students should ask questions or provide more examples.
 Reflection: A brief discussion about how comparatives and superlatives were used in
the activities, reinforcing usage rules.
 Verification of the achievement of indicators, skills, and classroom rules.
Verification Methods:
 Method: Communicative Approach - Task-Based Learning - TBL
 Procedure: Observation
 Instrument: Checklist
 Technique: Oral presentation, task analysis, brainstorming, debate, Comparison
Game
Resources:
 Projector with images of animals and objects

Visión: “Ser una institución líder en la formación de profesionales e investigadores en el área de las Ciencias Humanas y Ciencias
Sociales, reconocidos por el espíritu crítico y la capacidad innovadora”
CORRESPONDE A LA RESOLUCIÓN N° 084-17-2023
 UNIVERSIDAD NACIONAL DE ASUNCION
FACULTAD DE FILOSOFIA
CONSEJO DIRECTIVO
Misión: “Formar profesionales e investigadores de excelencia, con enfoque inclusivo,
compromiso ético, respeto y responsabilidad en el ámbito de las Ciencias Humanas y Sociales
mediante la docencia, la investigación y la extensión universitaria”

 Sheets with images for the "Spot the Differences" activity

 Brushes, markers, sulfite paper
Bibliography:
Propuesta curricular 2021
MEC (2021). Comparativo- Superlativo. Asunción.
MEC, Paraguay (2014). Actualización curricular del Bachillerato Científico de la Educación
Media. Plan Común. Área Lengua, Literatura y sus Tecnologías. Asunción: MEC.
Ministerio de Educación y Ciencias. (06 de julio de 2020). Tu escuela en casa: Lengua
Extranjera. Inglés. MEC. https://aprendizaje.mec.edu.py/aprendizaje/login.

Work Guide

1. Group Formation: Students will form groups of 3 or 4 people.

2. Main Task: Compare and Describe: Each group must observe objects, people, and
elements in the classroom. The task consists of describing and comparing using
adjectives in their comparative and superlative forms. Students must write down at
least 5 comparisons and 3 superlative sentences in English.

Examples of comparative and superlative sentences:

o "The board is bigger than the window." (Comparative)

o "The desk is smaller than the teacher’s table." (Comparative)
o "John is the tallest student in the group." (Superlative)
o "This is the most comfortable chair in the classroom." (Superlative)
3. Presentation of Work:
Each group will select a representative to present their comparisons and superlatives
to the rest of the class. Other groups must ask questions or provide additional
examples during the presentation.

Visión: “Ser una institución líder en la formación de profesionales e investigadores en el área de las Ciencias Humanas y Ciencias
Sociales, reconocidos por el espíritu crítico y la capacidad innovadora”
CORRESPONDE A LA RESOLUCIÓN N° 084-17-2023
 UNIVERSIDAD NACIONAL DE ASUNCION
FACULTAD DE FILOSOFIA
CONSEJO DIRECTIVO
Misión: “Formar profesionales e investigadores de excelencia, con enfoque inclusivo,
compromiso ético, respeto y responsabilidad en el ámbito de las Ciencias Humanas y Sociales
mediante la docencia, la investigación y la extensión universitaria”

Key Differences Between the Plans:

• Traditional Method (Plan 1): Focused on memorization and grammatical practice through
structured exercises and translations. The student repeats grammatical rules to reinforce their
knowledge.
• Current Method (Plan 2): Focused on the communicative use of the language. Students
learn through collaborative tasks and activities that simulate real-life situations, promoting
the practical use of comparatives and superlatives in context.

DATA COLLECTION:

OBSERVATION CHECKLISTS
Traditional Method: Grammar and translation method
Indicators Yes No Observations
Active participation during the activity X
Correct use of comparatives in sentences X
Correct use of superlatives in sentences X
Respect for classroom rules (raising hands, etc.) X
Effective collaboration in class X
Shows enthusiasm in the activity (gestures, tone, attention) X
Completes the assigned task within the given time X
Current Method: (Communicative Approach - Task-Based Learning - TBL)

Indicators Yes No Observations

Active participation during the activity X
Correct use of comparatives in sentences X
Correct use of superlatives in sentences X
Respect for classroom rules (raising hands, etc.) X
Effective collaboration with their partner or group X
Shows enthusiasm in the activity (gestures, tone, attention) X
Completes the assigned task within the given time X
Visión: “Ser una institución líder en la formación de profesionales e investigadores en el área de las Ciencias Humanas y Ciencias
Sociales, reconocidos por el espíritu crítico y la capacidad innovadora”
CORRESPONDE A LA RESOLUCIÓN N° 084-17-2023
 UNIVERSIDAD NACIONAL DE ASUNCION
FACULTAD DE FILOSOFIA
CONSEJO DIRECTIVO
Misión: “Formar profesionales e investigadores de excelencia, con enfoque inclusivo,
compromiso ético, respeto y responsabilidad en el ámbito de las Ciencias Humanas y Sociales
mediante la docencia, la investigación y la extensión universitaria”

TEACHER REFLECTION JOURNALS ON TRADITIONAL AND CURRENT

METHODS

On October 23, 2024, both the Grammar-Translation and Communicative Approach (TBL)
methods were implemented in the 3rd grade, Section A, to teach comparatives and superlatives.
The students showed good disposition and actively participated in both methods. Most were
able to correctly apply the concepts, although some made minor mistakes, particularly
forgetting to use "the" in superlatives. In the group activity, they worked well comparing
objects, people, and animals outdoors.

Compared to previous classes, students were more enthusiastic and engaged under the
communicative approach, actively participating in the construction and presentation of
sentences. Although the objectives were also achieved with the traditional method, the
communicative approach encouraged greater interaction and motivation.

The proposed indicators were met, but it is necessary to reinforce the correct use of superlatives
in future lessons. It is suggested to incorporate more interactive activities to maintain students'
interest.

Visión: “Ser una institución líder en la formación de profesionales e investigadores en el área de las Ciencias Humanas y Ciencias
Sociales, reconocidos por el espíritu crítico y la capacidad innovadora”
CORRESPONDE A LA RESOLUCIÓN N° 084-17-2023
 UNIVERSIDAD NACIONAL DE ASUNCION
FACULTAD DE FILOSOFIA
CONSEJO DIRECTIVO
Misión: “Formar profesionales e investigadores de excelencia, con enfoque inclusivo,
compromiso ético, respeto y responsabilidad en el ámbito de las Ciencias Humanas y Sociales
mediante la docencia, la investigación y la extensión universitaria”

STUDENT SURVEYS
Instructions: Mark with an "X" the option that best reflects your experience in the class.

1. Which method did you like the most?

Frequency Table Absolute Relative Percentage Cumulative

Frequency Frequency Frequency Frequency
Grammar-Translation 5 0.3 30% 5
Method
Communicative Approach - 3 0.2 20% 8
Task-Based Learning (TBL)
Both equally 7 0.4 40% 15
None 1 0.1 10% 16
Total 16 1 100%

Grammar-Translation Method
Communicative Approach - Task-Based Learning (TBL)
Both equally
None

10%
30%

40%

20%

40% of the students (7 students) preferred both methods equally, while 30% (5 students)
favored the Grammar-Translation method. 20% (3 students) opted for the
Communicative Approach - Task-Based Learning (TBL), and only 10% (1 student)
stated they did not enjoy any of the methods. This indicates that most students value
the combination of both approaches.

Visión: “Ser una institución líder en la formación de profesionales e investigadores en el área de las Ciencias Humanas y Ciencias
Sociales, reconocidos por el espíritu crítico y la capacidad innovadora”
CORRESPONDE A LA RESOLUCIÓN N° 084-17-2023
 UNIVERSIDAD NACIONAL DE ASUNCION
FACULTAD DE FILOSOFIA
CONSEJO DIRECTIVO
Misión: “Formar profesionales e investigadores de excelencia, con enfoque inclusivo,
compromiso ético, respeto y responsabilidad en el ámbito de las Ciencias Humanas y Sociales
mediante la docencia, la investigación y la extensión universitaria”

2. Which method do you think helped you better understand the use of
comparatives and superlatives?

Frequency Table Absolute Relative Percentage Cumulative

Frequency Frequency Frequency Frequency
Grammar-Translation 4 0.2 20% 4
Method
Communicative Approach - 6 0.4 40% 10
Task-Based Learning (TBL)
Both equally 6 0.4 40% 16
None 0 0.0 16
Total 16 0.95 100%

Grammar-Translation Method
Communicative Approach - Task-Based Learning (TBL)
Both equally
None

20%

40%

40%

40% of the students (6 students) believed that TBL was the most effective method,
while another 40% also stated that both methods helped equally. 20% (4 students)
thought the Grammar-Translation method was more useful. This suggests that although
the communicative approach was the most valued, many students find benefits in both
methods.

Visión: “Ser una institución líder en la formación de profesionales e investigadores en el área de las Ciencias Humanas y Ciencias
Sociales, reconocidos por el espíritu crítico y la capacidad innovadora”
CORRESPONDE A LA RESOLUCIÓN N° 084-17-2023
 UNIVERSIDAD NACIONAL DE ASUNCION
FACULTAD DE FILOSOFIA
CONSEJO DIRECTIVO
Misión: “Formar profesionales e investigadores de excelencia, con enfoque inclusivo,
compromiso ético, respeto y responsabilidad en el ámbito de las Ciencias Humanas y Sociales
mediante la docencia, la investigación y la extensión universitaria”

3. During the activity, did you feel you could participate and communicate with
more confidence?

Frequency Table Absolute Relative Percentage Cumulative

Frequency Frequency Frequency Frequency
Grammar-Translation Method 1 0.1 10% 1
Communicative Approach - 4 0.2 20% 5
Task-Based Learning (TBL)
Both equally 9 0.6 60% 14
None 2 0.1 10% 16
Total 16 1 100%

Grammar-Translation Method
Communicative Approach - Task-Based Learning (TBL)
Both equally
None

10% 10%

20%

60%

60% of the students (9 students) felt more comfortable using both methods, indicating
that an interactive environment, such as that offered by TBL, fosters greater
participation. Only 10% (1 student) expressed feeling more confident with the
Grammar-Translation method, while 20% (4 students) felt more secure with TBL.

Visión: “Ser una institución líder en la formación de profesionales e investigadores en el área de las Ciencias Humanas y Ciencias
Sociales, reconocidos por el espíritu crítico y la capacidad innovadora”
CORRESPONDE A LA RESOLUCIÓN N° 084-17-2023
 UNIVERSIDAD NACIONAL DE ASUNCION
FACULTAD DE FILOSOFIA
CONSEJO DIRECTIVO
Misión: “Formar profesionales e investigadores de excelencia, con enfoque inclusivo,
compromiso ético, respeto y responsabilidad en el ámbito de las Ciencias Humanas y Sociales
mediante la docencia, la investigación y la extensión universitaria”

4. Did you enjoy any of the activities more?

Frequency Table Absolute Relative Percentage Cumulative

Frequency Frequency Frequency Frequency
Grammar-Translation 6 0.4 40% 6
Method
Communicative Approach - 4 0.2 20% 10
Task-Based Learning (TBL)
Both equally 6 0.4 40% 16
None 0 0.0 0% 16
Total 16 1 100%

Grammar-Translation Method
Communicative Approach - Task-Based Learning (TBL)
Both equally
None

0%

40% 40%

20%

40% (6 students) indicated they enjoyed the Grammar-Translation method more, while another
40% enjoyed both methods equally. Only 20% (4 students) enjoyed TBL more. This suggests
that both methods have their appeal and can be effective in maintaining student interest.

Visión: “Ser una institución líder en la formación de profesionales e investigadores en el área de las Ciencias Humanas y Ciencias
Sociales, reconocidos por el espíritu crítico y la capacidad innovadora”
CORRESPONDE A LA RESOLUCIÓN N° 084-17-2023
 UNIVERSIDAD NACIONAL DE ASUNCION
FACULTAD DE FILOSOFIA
CONSEJO DIRECTIVO
Misión: “Formar profesionales e investigadores de excelencia, con enfoque inclusivo,
compromiso ético, respeto y responsabilidad en el ámbito de las Ciencias Humanas y Sociales
mediante la docencia, la investigación y la extensión universitaria”

5. Evaluate your level of participation in the activities of both classes (1 = low, 5 =

high): Grammar-Translation Method

Frequency Absolute Relative Percentage Cumulative

Table Frequency Frequency Frequency Frequency
1 2 0.1 10% 2
2 1 0.1 10% 3
3 3 0.2 20% 6
4 6 0.4 40% 12
5 4 0.2 20% 16
Total 16 1 100%

Grammar-Translation Method
Communicative Approach - Task-Based Learning (TBL)
Both equally
None

0%

40% 40%

20%

40% (6 students) rated their level of participation with a score of 4, indicating moderate
to high engagement. However, only 20% (4 students) gave the highest score of 5,
suggesting there is room for improvement in participation with this method. 10% (2
students) felt they had low participation (1).

Visión: “Ser una institución líder en la formación de profesionales e investigadores en el área de las Ciencias Humanas y Ciencias
Sociales, reconocidos por el espíritu crítico y la capacidad innovadora”
CORRESPONDE A LA RESOLUCIÓN N° 084-17-2023
 UNIVERSIDAD NACIONAL DE ASUNCION
FACULTAD DE FILOSOFIA
CONSEJO DIRECTIVO
Misión: “Formar profesionales e investigadores de excelencia, con enfoque inclusivo,
compromiso ético, respeto y responsabilidad en el ámbito de las Ciencias Humanas y Sociales
mediante la docencia, la investigación y la extensión universitaria”

6. Evaluate your level of participation in the activities of both classes (1 = low, 5 =

high): Communicative Approach - Task-Based Learning (TBL)

Frequency Absolute Relative Percentage Cumulative

Table Frequency Frequency Frequency Frequency
1 2 0.1 10% 2
2 0 0.0 2
3 2 0.1 10% 4
4 4 0.3 30% 8
5 8 0.5 50% 16
Total 16 1 100%

1 2 3 4 5

10%
0%
10%

50%

30%

Additional comments about your experience:

"Overall, the students expressed a positive opinion about the class. One student highlighted
that the current method allows them to develop more easily, while another mentioned that it
was interesting to work with two types of methods, as this allows young people to become
more interested based on their preferences. Additionally, several students agreed that the
experience was good, emphasizing the teacher's support as an important aspect of their
learning."

Visión: “Ser una institución líder en la formación de profesionales e investigadores en el área de las Ciencias Humanas y Ciencias
Sociales, reconocidos por el espíritu crítico y la capacidad innovadora”
CORRESPONDE A LA RESOLUCIÓN N° 084-17-2023
 UNIVERSIDAD NACIONAL DE ASUNCION
FACULTAD DE FILOSOFIA
CONSEJO DIRECTIVO
Misión: “Formar profesionales e investigadores de excelencia, con enfoque inclusivo,
compromiso ético, respeto y responsabilidad en el ámbito de las Ciencias Humanas y Sociales
mediante la docencia, la investigación y la extensión universitaria”

Analysis of the results:

The survey results show that 40% of students preferred both methods equally, while 30%
leaned towards the Grammar-Translation method. Another 20% preferred the communicative
approach, and only 10% reported not enjoying either method. This indicates that, although the
traditional approach is still valued by a considerable percentage of students, the combination
of both methods seems to offer a better learning experience, balancing the advantages of each
approach.

The majority of students (80%) felt that either both methods or the communicative approach
helped them better understand the use of comparatives and superlatives. This suggests that the
teaching of these grammatical topics was effective, although it seems that the communicative
approach had a significantly positive impact, helping students apply grammatical structures in
more real and dynamic contexts. However, some students made minor errors, such as forgetting
to use "the" in superlatives, indicating a need for further reinforcement of this specific aspect.

Regarding confidence and participation during activities, 60% of students reported feeling
more comfortable using both methods, while 20% felt more confident with the communicative
approach. This reinforces the idea that a more interactive environment, such as the one offered
by task-based learning (TBL), allows students to engage more actively and confidently.

When it comes to the enjoyment of the activities, both the Grammar-Translation method and
the communicative approach received 40% preference equally. This shows that, while the
traditional approach is valued, the communicative approach is equally appreciated, suggesting
that both methods can be used complementarily to maintain students’ interest.

The evaluation of participation levels in activities shows that the communicative approach
(TBL) led to more active and higher participation, with 50% of students rating their
participation with a score of 5, while only 20% gave the same rating to the Grammar-
Translation method. This finding confirms that the communicative approach fosters greater
student interaction and engagement compared to the traditional method.

Visión: “Ser una institución líder en la formación de profesionales e investigadores en el área de las Ciencias Humanas y Ciencias
Sociales, reconocidos por el espíritu crítico y la capacidad innovadora”
CORRESPONDE A LA RESOLUCIÓN N° 084-17-2023
 UNIVERSIDAD NACIONAL DE ASUNCION
FACULTAD DE FILOSOFIA
CONSEJO DIRECTIVO
Misión: “Formar profesionales e investigadores de excelencia, con enfoque inclusivo,
compromiso ético, respeto y responsabilidad en el ámbito de las Ciencias Humanas y Sociales
mediante la docencia, la investigación y la extensión universitaria”

According to the teacher's reflective journals, the implementation of both methods in the
lessons was successful, as the proposed indicators were met, such as active participation,
correct use of comparatives and superlatives, and adherence to classroom rules. However, it
was observed that the communicative approach motivated students more and promoted greater
interaction, suggesting that this approach should be preferred for topics requiring high
participation. It is also recommended to reinforce the correct use of superlatives in future
lessons, as this was an area where frequent errors were noted.

Reflection on the findings:

The results show that students were more engaged with the Task-Based Learning (TBL)
approach, actively participating and showing greater motivation. This method fostered more
dynamic interaction, where students felt more confident applying comparatives and
superlatives in practical contexts. Although the Grammar-Translation method also facilitated
learning, it was perceived as more structured and less motivating, resulting in lower
participation.

In terms of performance, both methods allowed students to effectively understand and use
comparatives and superlatives. However, TBL stood out by encouraging practical language
application, while the Grammar-Translation approach was useful for reinforcing grammatical
rules.

Students positively valued the combination of both approaches, as TBL promoted greater
collaboration and use of English in real-life situations, while the Grammar-Translation method
helped consolidate grammatical accuracy. However, errors in the use of superlatives were
detected, suggesting the need for additional reinforcement in future lessons.

In summary, TBL was perceived as the more motivating and participatory approach, although
the combination of both methods proved to be the most effective strategy for achieving a
comprehensive understanding of comparatives and superlatives in English.

Visión: “Ser una institución líder en la formación de profesionales e investigadores en el área de las Ciencias Humanas y Ciencias
Sociales, reconocidos por el espíritu crítico y la capacidad innovadora”
CORRESPONDE A LA RESOLUCIÓN N° 084-17-2023
 UNIVERSIDAD NACIONAL DE ASUNCION
FACULTAD DE FILOSOFIA
CONSEJO DIRECTIVO
Misión: “Formar profesionales e investigadores de excelencia, con enfoque inclusivo,
compromiso ético, respeto y responsabilidad en el ámbito de las Ciencias Humanas y Sociales
mediante la docencia, la investigación y la extensión universitaria”

Activity Implementation:

 Week 1: Implementation of the traditional method (Grammar-Translation) with

translation exercises and sentence structuring.
 Week 2: Implementation of the current method (Task-Based Learning - TBL) with
communicative and collaborative activities.
 Data Collection: During and after the implementation of both activities, data will be
collected through observations, surveys, and reflections.

Visión: “Ser una institución líder en la formación de profesionales e investigadores en el área de las Ciencias Humanas y Ciencias
Sociales, reconocidos por el espíritu crítico y la capacidad innovadora”
CORRESPONDE A LA RESOLUCIÓN N° 084-17-2023
 UNIVERSIDAD NACIONAL DE ASUNCION
FACULTAD DE FILOSOFIA
CONSEJO DIRECTIVO
Misión: “Formar profesionales e investigadores de excelencia, con enfoque inclusivo,
compromiso ético, respeto y responsabilidad en el ámbito de las Ciencias Humanas y Sociales
mediante la docencia, la investigación y la extensión universitaria”

Appendix

Evidence of the Translation Method.

Visión: “Ser una institución líder en la formación de profesionales e investigadores en el área de las Ciencias Humanas y Ciencias
Sociales, reconocidos por el espíritu crítico y la capacidad innovadora”
CORRESPONDE A LA RESOLUCIÓN N° 084-17-2023
 UNIVERSIDAD NACIONAL DE ASUNCION
FACULTAD DE FILOSOFIA
CONSEJO DIRECTIVO
Misión: “Formar profesionales e investigadores de excelencia, con enfoque inclusivo,
compromiso ético, respeto y responsabilidad en el ámbito de las Ciencias Humanas y Sociales
mediante la docencia, la investigación y la extensión universitaria”

Visión: “Ser una institución líder en la formación de profesionales e investigadores en el área de las Ciencias Humanas y Ciencias
Sociales, reconocidos por el espíritu crítico y la capacidad innovadora”
CORRESPONDE A LA RESOLUCIÓN N° 084-17-2023
 UNIVERSIDAD NACIONAL DE ASUNCION
FACULTAD DE FILOSOFIA
CONSEJO DIRECTIVO
Misión: “Formar profesionales e investigadores de excelencia, con enfoque inclusivo,
compromiso ético, respeto y responsabilidad en el ámbito de las Ciencias Humanas y Sociales
mediante la docencia, la investigación y la extensión universitaria”

Evidence of the Communicative

Approach - Task-Based Learning -
TBL.

Visión: “Ser una institución líder en la formación de profesionales e investigadores en el área de las Ciencias Humanas y Ciencias
Sociales, reconocidos por el espíritu crítico y la capacidad innovadora”
CORRESPONDE A LA RESOLUCIÓN N° 084-17-2023
 UNIVERSIDAD NACIONAL DE ASUNCION
FACULTAD DE FILOSOFIA
CONSEJO DIRECTIVO
Misión: “Formar profesionales e investigadores de excelencia, con enfoque inclusivo,
compromiso ético, respeto y responsabilidad en el ámbito de las Ciencias Humanas y Sociales
mediante la docencia, la investigación y la extensión universitaria”

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Visión: “Ser una institución líder en la formación de profesionales e investigadores en el área de las Ciencias Humanas y Ciencias
Sociales, reconocidos por el espíritu crítico y la capacidad innovadora”
CORRESPONDE A LA RESOLUCIÓN N° 084-17-2023