Resumen en español

The objective of this study was to analyze the effects, in terms of language learning and perceptions, of the implementation of two learning tasks: one using electronic materials and the other using printed materials in a B1.2 English course offered as an extension course by Universidad del Valle. This work followed an Action Research methodology and was developed in seven out of the eleven stages proposed by Burns (1999). The implementation was conducted in a group of 15 students between the ages of 14 and 16 years old, registered in the aforementioned level. For the intervention, two learning tasks were designed using two types of materials: electronic and printed, both tasks focused on the development of orality. These tasks were implemented in the same group of students, who solved a pre-test and post-test for each task, with the purpose of keeping a record of their learning. Besides, the outcomes of both tasks were considered when evaluating their performance during the tasks. Regarding perceptions, the students solved two Likert-like surveys to determine their perceptions and preferences concerning the task proposals and the material used. This information was complemented with a focus group allowing the students to express their feelings about both proposals. With this study, it was possible to determine that the electronic task had a major incidence in foreign language learning. However, this result contrasted with the students' perception, who expressed their preference for the printed proposal.