• María del Carmen Sotelo Cala

  Author

• Marisela Alfaro Tamayo

  Author

The systematization of the integrated task constitutes an element of extraordinary importance in didactic management to foster the development of communicative competence among third-year students of the Foreign Languages program, particularly within the course Integrated English Practice V (PILI V). This study was conducted in response to the shortcomings identified in content integration, the development of communicative skills, and students’ preparation to solve professional problems from an interdisciplinary perspective.

Using a qualitative methodology, the analysis-synthesis and hermeneutic-dialectical methods, together with percentage analysis along  with ther qualitative techniques, were employed to support and implement several methodological strategies aimed at the systematization of integrated tasks. These strategies included the use of educational capsules and digital resources, the retrieval of prior knowledge technique, the monitoring of student participation, and the guidance of practical assignments linked to authentic professional situations.

The results revealed improvements in argumentative invariants in the English language as a professional skill, greater integration of disciplinary contents, and significant progress in professional pedagogical communicative competence. Likewise, students reported high levels of satisfaction when engaging in contextualized tasks closely related to their future professional practice. Consequently, it is concluded that the methodological strategies for the systematization of integrated tasks constitute effective tools for the development of professional competencies in Foreign Languages students.

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