<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-4641</journal-id>
<journal-title><![CDATA[Colombian Applied Linguistics Journal]]></journal-title>
<abbrev-journal-title><![CDATA[Colomb. Appl. Linguist. J.]]></abbrev-journal-title>
<issn>0123-4641</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Ciencias y Educación de la Universidad Distrital, Bogotá Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-46412023000100071</article-id>
<article-id pub-id-type="doi">10.14483/22487085.17878</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[English Teachers&#8217; Perceptions of Task-Based Instruction in Risaralda, Colombia]]></article-title>
<article-title xml:lang="es"><![CDATA[Las percepciones de los profesores de Inglés sobre la enseñanza basada en tareas en Risaralda, Colombia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Velásquez Hoyos]]></surname>
<given-names><![CDATA[Angela Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Caldas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<volume>25</volume>
<numero>1</numero>
<fpage>71</fpage>
<lpage>85</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-46412023000100071&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-46412023000100071&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-46412023000100071&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper presents the findings of a bilingualism macro-project developed in the Department of Risaralda, Colombia, which aimed at determining English teachers&#8217; perceptions regarding the implementation of Task-Based Instruction (TBI) in their classes. The project employed a qualitative research design and used narrative inquiry to analyze the experiences of 12 English language teachers who participated in the study. Data collection instruments included the use of classroom observations, questionnaires, and interviews. The results indicated that the participants found TBI to be helpful in improving their professional development and their students&#8217; engagement in the English class. However, they also reported that implementing classes with TBI was time-consuming and required the design and adaptation of culture-sensitive materials. The results also revealed that English teachers experienced a methodological shift in their classes, moving from a structural approach to a more communicative one.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta los hallazgos de un macroproyecto de bilingüismo desarrollado en el Departamento de Risaralda, Colombia, cuyo objetivo fue determinar las percepciones de los profesores de inglés sobre la implementación de la Instrucción Basada en Tareas (TBI) en sus clases. Para ello, se empleó un diseño de investigación cualitativa y se utilizó la investigación narrativa para analizar las experiencias de 12 profesores de inglés que participaron en el estudio. Los datos se recolectaron mediante observaciones en el aula, el uso de cuestionarios y entrevistas. Los resultados indicaron que los participantes del estudio encontraron este enfoque útil para mejorar su desarrollo profesional y la participación de sus estudiantes en la clase de inglés. Sin embargo, también manifestaron que implementar clases con TBI consumía mucho tiempo y requería diseñar y adaptar materiales sensibles a la cultura. Los resultados también revelaron que los profesores de inglés cambiaron la metodología en sus clases, pasando de un enfoque estructural a uno más comunicativo.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[bilingual project]]></kwd>
<kwd lng="en"><![CDATA[English language teaching and learning]]></kwd>
<kwd lng="en"><![CDATA[English language teachers&#8217; perceptions]]></kwd>
<kwd lng="en"><![CDATA[Task-Based Instruction]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje basado en tareas]]></kwd>
<kwd lng="es"><![CDATA[la enseñanza y el aprendizaje del inglés]]></kwd>
<kwd lng="es"><![CDATA[las percepciones de los profesores de inglés]]></kwd>
<kwd lng="es"><![CDATA[proyecto bilingüe]]></kwd>
</kwd-group>
</article-meta>
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<surname><![CDATA[Willis]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[Doing Task-Based Teaching: A practical Guide to Task-Based Teaching for ELT Training Courses and Practicing Teachers]]></source>
<year>2011</year>
<edition>2nd edition</edition>
<publisher-name><![CDATA[Oxford]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
