<?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>1409-4703</journal-id>
<journal-title><![CDATA[Actualidades Investigativas en Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Actual. Investig. Educ]]></abbrev-journal-title>
<issn>1409-4703</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigación en Educación, Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-47032016000100067</article-id>
<article-id pub-id-type="doi">10.15517/aie.v16i1.21974</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[The roles of the instructors in an esp-task based language teaching course]]></article-title>
<article-title xml:lang="es"><![CDATA[El rol de los instructores en un curso de inglés para fines específicos basado en la enseñanza de lenguaje por tareas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vargas Vásquez]]></surname>
<given-names><![CDATA[José Miguel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moya Chaves]]></surname>
<given-names><![CDATA[Maciel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garro Morales]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Colegio Universitario de Cartago  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2016</year>
</pub-date>
<volume>16</volume>
<numero>1</numero>
<fpage>67</fpage>
<lpage>90</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032016000100067&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032016000100067&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032016000100067&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The graduate program in Teaching English at the University of Costa Rica offers yearly English courses to satisfy the language learning needs at different departments, research centers, or similar institutions. The objective of this article was to analyze the extent to which a group of student teachers fulfilled the roles of the instructors in the Task Based Language Teaching method used in the graduate program. The study used a mixed-methods approach and the subjects were three instructors during their teaching practicum. The roles of the instructors were assessed by the practicum supervisors, fellow students in the practicum, the students in the course, and the instructors themselves through rubrics, observation sheets, surveys, and teaching journals. The results from the different instruments using different scales pointed to the instructors fulfilling the roles of sequencing tasks and motivating the learners a majority of the times. The roles of preparing the learners for tasks and raising consciousness were fulfilled to a lesser extent, which indicated that the instructors needed to work further on these areas. The study concluded with recommendations for improving the roles that revealed weaknesses, notably aimed to provide a manageable numbers of vocabulary items and grammar structures in the pretask, as well as to provide prompt feedback, and to elicit students&#8217; knowledge for the development of lessons.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El posgrado en la Enseñanza del Inglés en la Universidad de Costa Rica organiza anualmente cursos de inglés para satisfacer las necesidades de aprendizaje del idioma en diferentes departamentos, centros de investigación de la universidad, o instituciones afines. El objetivo de este artículo es analizar en qué medida un grupo de docentes de estos cursos cumplieron con los roles definidos para los instructores en el método de Enseñanza de Lenguaje por Tareas utilizado por el posgrado. La metodología del estudio utilizó un abordaje mixto y los sujetos fueron tres instructores estudiantes del posgrado durante su práctica docente. Los roles fueron evaluados por los supervisores de la práctica, otros estudiantes de la práctica, los estudiantes del curso y por los mismos instructores por medio de rúbricas, hojas de observación, cuestionarios, y diarios de clase. Los resultados de los instrumentos según diferentes escalas apuntaron a que los instructores cumplieron con los roles de secuenciador de actividades y motivador de los estudiantes en la mayoría de las ocasiones. Los roles de preparador de tareas y desarrollador de conciencia se cumplieron en menor medida, lo cual indica que los instructores debían de trabajar más en estas áreas. El estudio concluyó con recomendaciones para el mejoramiento de los roles que mostraron debilidad, notablemente dirigidas a proveer cargas manejables de vocabulario y estructuras gramaticales en la fase de preparación para las tareas, así como a ofrecer pronta retroalimentación, en caso de dificultades y considerar el conocimiento de los estudiantes en el desarrollo de las lecciones.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[English Teaching for Specific Purposes]]></kwd>
<kwd lng="en"><![CDATA[Task-Based Language Teaching]]></kwd>
<kwd lng="en"><![CDATA[Costa Rica]]></kwd>
<kwd lng="es"><![CDATA[Educación Superior]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza del Inglés con fines específicos]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje por tareas]]></kwd>
<kwd lng="es"><![CDATA[Costa Rica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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