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TECHNIQUES AND ACTIVITIES USED IN 11TH LEVEL AT COVAO: THEIR IMPACT ON STUDENTS´ LEARNING OF ENGLISH AS A FOREIGN LANGUAGE
TECHNIQUES AND ACTIVITIES USED IN 11TH LEVEL AT COVAO: THEIR IMPACT ON STUDENTS´ LEARNING OF ENGLISH AS A FOREIGN LANGUAGE
TECHNIQUES AND ACTIVITIES USED IN 11TH LEVEL AT COVAO: THEIR IMPACT ON STUDENTS´ LEARNING OF ENGLISH AS A FOREIGN LANGUAGE
TECHNIQUES AND ACTIVITIES USED IN 11TH LEVEL AT COVAO: THEIR IMPACT ON STUDENTS´ LEARNING OF ENGLISH AS A FOREIGN LANGUAGE
TECHNIQUES AND ACTIVITIES USED IN 11TH LEVEL AT COVAO: THEIR IMPACT ON STUDENTS´ LEARNING OF ENGLISH AS A FOREIGN LANGUAGE
TECHNIQUES AND ACTIVITIES USED IN 11TH LEVEL AT COVAO: THEIR IMPACT ON STUDENTS´ LEARNING OF ENGLISH AS A FOREIGN LANGUAGE
TECHNIQUES AND ACTIVITIES USED IN 11TH LEVEL AT COVAO: THEIR IMPACT ON STUDENTS´ LEARNING OF ENGLISH AS A FOREIGN LANGUAGE
TECHNIQUES AND ACTIVITIES USED IN 11TH LEVEL AT COVAO: THEIR IMPACT ON STUDENTS´ LEARNING OF ENGLISH AS A FOREIGN LANGUAGE
TECHNIQUES AND ACTIVITIES USED IN 11TH LEVEL AT COVAO: THEIR IMPACT ON STUDENTS´ LEARNING OF ENGLISH AS A FOREIGN LANGUAGE
TECHNIQUES AND ACTIVITIES USED IN 11TH LEVEL AT COVAO: THEIR IMPACT ON STUDENTS´ LEARNING OF ENGLISH AS A FOREIGN LANGUAGE
TECHNIQUES AND ACTIVITIES USED IN 11TH LEVEL AT COVAO: THEIR IMPACT ON STUDENTS´ LEARNING OF ENGLISH AS A FOREIGN LANGUAGE
TECHNIQUES AND ACTIVITIES USED IN 11TH LEVEL AT COVAO: THEIR IMPACT ON STUDENTS´ LEARNING OF ENGLISH AS A FOREIGN LANGUAGE
TECHNIQUES AND ACTIVITIES USED IN 11TH LEVEL AT COVAO: THEIR IMPACT ON STUDENTS´ LEARNING OF ENGLISH AS A FOREIGN LANGUAGE
TECHNIQUES AND ACTIVITIES USED IN 11TH LEVEL AT COVAO: THEIR IMPACT ON STUDENTS´ LEARNING OF ENGLISH AS A FOREIGN LANGUAGE
TECHNIQUES AND ACTIVITIES USED IN 11TH LEVEL AT COVAO: THEIR IMPACT ON STUDENTS´ LEARNING OF ENGLISH AS A FOREIGN LANGUAGE
TECHNIQUES AND ACTIVITIES USED IN 11TH LEVEL AT COVAO: THEIR IMPACT ON STUDENTS´ LEARNING OF ENGLISH AS A FOREIGN LANGUAGE
TECHNIQUES AND ACTIVITIES USED IN 11TH LEVEL AT COVAO: THEIR IMPACT ON STUDENTS´ LEARNING OF ENGLISH AS A FOREIGN LANGUAGE
TECHNIQUES AND ACTIVITIES USED IN 11TH LEVEL AT COVAO: THEIR IMPACT ON STUDENTS´ LEARNING OF ENGLISH AS A FOREIGN LANGUAGE
TECHNIQUES AND ACTIVITIES USED IN 11TH LEVEL AT COVAO: THEIR IMPACT ON STUDENTS´ LEARNING OF ENGLISH AS A FOREIGN LANGUAGE
TECHNIQUES AND ACTIVITIES USED IN 11TH LEVEL AT COVAO: THEIR IMPACT ON STUDENTS´ LEARNING OF ENGLISH AS A FOREIGN LANGUAGE
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TECHNIQUES AND ACTIVITIES USED IN 11TH LEVEL AT COVAO: THEIR IMPACT ON STUDENTS´ LEARNING OF ENGLISH AS A FOREIGN LANGUAGE

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  • 1. TECHNIQUES AND ACTIVITIES USED IN 11TH LEVEL AT COVAO: THEIR IMPACT ON STUDENTS´ LEARNING OF ENGLISH AS A FOREIGN LANGUAGE MATILDE LOPEZ AGUILAR LICENCIATURA EN LA ENSEÑANZA DEL INGLES JANUARY, 2012
  • 2. GENERAL ASPECTS • Activities and techniques used in classes are tools that facilitate the teaching process. • Teachers apply different methodologies in class for teaching topics, for instance, individual as well as group work… • Facilitators are in charge of choosing the correct tasks for pupils depending on their level, abilities, interests and needs
  • 3. • Hospicio de Huerfanos de Cartago • In 1874, Priest Joaquín Alvarado • interest to build a hospice for orphans • In 1907 the country entered the Silesians Congregation. • In 1953 COVAO
  • 4. VARIABLES • Activities developed in class. • Teaching techniques when teaching. • Performance of students and teacher in the class during acquiring knowledge
  • 5. OBJECTIVES • To evaluate different activities and techniques used by English teachers at COVAO in order to determine their impact on students • To describe activities and techniques used • by English teachers in 11th level by • observation • To determine the impact of those activities and techniques used by teachers on students’ learning,
  • 6. INSTRUMENTS’ DESCRIPTION • Instruments such as a diagnostic exam, observations, and results in assignments, exams assessed by the teacher, and a final test • The diagnostic test consisted on four items: multiple choice, matching, short answers and questioning.
  • 7. • Sports, arts and crafts, antonyms, synonyms, past tense of regular and irregular verbs and personal information . • Two surveys were applied by the researcher to students after receiving the assigned teacher’s exams. • They gathered pupils’ opinions about the methodologies used in classes and the way they hindered or enhanced learners’ performance at the tests. • The questions were closed
  • 8. ANALYZING GRAPHS Population and the test 34.80% 62.50% Source: López Aguilar, Matilde 2011 absent students students who made the test
  • 9. Test Grades grades under 70 40% 60% Source: López Aguilar, Matilde 2011 grades over 70
  • 10. II PARTIAL TEST, I TRIMESTER ANALYSIS Grades obtained 26.32% grades over 70 73.68% grades under 70 Source: López Aguilar, Matilde 2011
  • 11. Activities that better suit students´ needs 21.10% 42.10% group work pair work 36.80% indiv. Tasks Source: López Aguilar, Matilde 2011
  • 12. Activities applied by the teacher and their impact on tests results 21.10% 31.60% much regular not much 47.40% Source: López Aguilar, Matilde 2011
  • 13. Meaningful methodologies for learners song 5.41% 10.81% brainstorming 18.92% repetition 13.51% translation 5.41% 18.92% group activities discussion 8.11% 5.41% 3.51% checking content explanation individual activities
  • 14. CONCLUSIONS • The application of effective group and individual activities were minimal. • Thus, this was considered as a negative input.
  • 15. • The use of activities such as game learning and discussion was minimal • they did not have the opportunity to dynamically participate in their learning process. • Active activities such as • “just in time teaching, • group work, • peer review and problem solving” • were almost never applied during lessons.
  • 16. • Individual tasks were too much emphasized. • Nonetheless, some students got frustrated because they did not know what to do and the teacher did not offer them her assistance. • As a result, individual needs were not satisfied.
  • 17. RECOMMENDATIONS • In order to promote effective group and individual activities, students’ needs a variety of tasks • Activities such as game learning and discussion should be applied more for enhancing pupils’ performance in the tests and class assignments and promoting dynamic participation in their learning process.
  • 18. STRIKING AND SIMPLE ACTIVITIES AND MATERIALS IN THE LEARNING PROCESS • Introduce new vocabulary and language • Communicating with the new language • Consolidating with more demanding • speaking activities
  • 19. • Variety is the key • facilitators can prepare flashcards by using recycling materials such as old magazines or newspapers, brochures, photos, postcards, • And gestures or facial expressions are free, so it is a must to take a full advantage of them. • These are excellent resources to increase students s knowledge • Techniques should be intrinsically motivating. the
  • 20. “Tell me and I'll forget; show me and I may remember; involve me and I'll understand.”

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