Boosting Students’ Fluency through Incorporating Context-Specific Content into Task-Based Language Teaching, Reflecting on their Fatalistic Cultural Beliefs, and Fostering their Agency.
This study will look into incorporating context-specific content into Task-Based Language Teaching techniques to enable students at the American University of the Caribbean in Les Cayes, Haiti, to develop fluency. It will particularly draw lessons from my own language learning and teaching experiences and explore ways to establish a culture that nurtures students’ agency. In my context, students have deeply ingrained fatalistic cultural beliefs which are not conducive to optimal learning. Therefore, fostering a culture that reconsiders these views could strongly help boost their self-efficacy and confidence and compel them to embrace productive learning strategies and behaviors. This study will finally delve into the literature and my own experiences to devise a theoretical framework which can help boost English learners’ fluency development in my context
