The STAR Framework: Towards a more Communicative EFL Class

• Main Authors: Cinthya Olivares Garita, Lena Barrantes Elizondo, Verónica Brenes Sánchez
• Format: Article
• Language: English
• Published: Universidad de Costa Rica 2020-06-01
• Series: Revista de Lenguas Modernas
• Subjects: TBI, communicative framework, methodology, engagement, autonomy
• Online Access: https://revistas.ucr.ac.cr/index.php/rlm/article/view/42499
• ISSN: 1659-1933; 2215-5643

English instruction needs to be transformed to provide learners with a suitable environment that allows them to interact in real life situations. For this reason, Task-based Instruction (TBI) has been included into a communicative framework to offer opportunities for learners to use the language without penalizing them for inevitable failures in accuracy, motivating them to engage in the learning process (Willis & Willis, 2007). Inspired by the TBI methodology, a framework called STAR was created to intensify the use of communication in each stage of the lesson (starter, tackle, automatization and recycling stages). Bearing this in mind, the purpose of this qualitative study is to demonstrate the extent to which STAR fosters a more communicative environment for English teaching. This research was conducted in a language program in a public university in Costa Rica, where twenty-five English teachers were consulted about the effectiveness of the framework; added to this, classroom observations and researchers’ logs provided a deeper understanding about the role of STAR. The results evinced the effectiveness of the use of communicative activities within the framework proposed to foster spontaneous speech, heighten engagement, increase risk taking skills, boost learners’ autonomy and build up collaboration in the EFL classroom.