Collaborative Learning and Challenging Tasks Implementation: A Research Study in a Group of Students at a Public University in the North of Santader

Abstract

This study aims to determine the progress in English as a Foreign Language (EFL) of elementary students at a public university in North Santander, Colombia, through the implementation of collaborative learning and challenging tasks. The research focuses on a group of university students facing difficulties in language learning, compounded by the tension between standardization and local realities, including a lack of engagement and interest in the subject. To address these challenges, the study integrates collaborative work and ChallengeBased Learning (CBL), a pedagogical approach designed to encourage critical thinking, creativity, and teamwork. The methodology employed combines direct student participation with the design of challenging tasks that require real-world problem-solving and peer interaction, aligning with current educational needs. Preliminary findings suggest that students who engaged in collaborative activities and faced cognitive challenges showed notable improvement in their linguistic competence, as well as increased autonomy and motivation. This study contributes to the ongoing discourse on enhancing EFL learning in Colombia, highlighting the importance of active student involvement and the adaptation of educational practices to local contexts. Through these pedagogical strategies, the research anticipates fostering a more engaging and effective EFL learning environment.