| Summary: | During the implementation of Task-Based Instruction, different strengths were identified at the moment of conducting the lesson throughout the classes. Something that worked in terms of classroom management during the pretask, task and post-task stages was the facilitator’s voice projection when introducing the topics for the lessons in which task-based was implemented. When the teacher was presenting the topics, elicitation was constantly used in order to activate learners’ schemata; moreover, at the moment of eliciting students, the facilitator adopted the position of prompter since the teacher encouraged students to participate and make suggestions about how students may proceed in an activity.
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