Ownership of learning through task-based teaching in a group of high school students at a public school

Abstract

The present study analyzes the extent to which Task-Based Learning (TBL) fosters ownership of learning in a group of learners. The concept of ownership of learning is explored from the ownership of learning model designed by Conley and French (2014), which compresses five key aspects: (1) Engagement (behavioral, cognitive and emotional), (2) goal orientation and self-direction, (3) self-efficacy and self-confidence, (4) metacognition and self-monitoring and (5) persistence. TBL was implemented for about two months with a group of English learners of a public school in Medellin, Colombia.