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1. UNIVERSIDAD MAGISTER
FACULTAD DE EDUCACIÓN
LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS
TESIS PARA OPTAR AL GRADO DE LICENCIATURA EN LA ENSEÑANZA DEL
INGLÉS
THE EFFECTS OF BULLYING IN THE DEVELOPMENT OF ENGLISH
CONVERSATIONAL COMPETENCES IN 5 - 1 GRADER AT ESCUELA SAN BLAS
DE MORAVIA, 2015
Eugenia Brenes Masís

2. BACKGROUND OF THE PROBLEM
Costa Rica has experienced a significant growth in the number of students who
have been victims of bullying in elementary and high schools.
Different places, for example: buildings, parks, playgrounds or schools and at
different moments, before, during or after school hours, or even on the internet.

3. JUSTIFICATION
Bullying has existed since human beings live in society,
(anywhere) the environment.
The objective of this behavior is to intimidate, causing
physical, social or emotional harm.
The damages it can provoke could have a negative impact.
There are signals of alarm and the first step in order to take
actions against bullying is recognizing these signals.

4. PROBLEM STATEMENT
Finding ways to help 5 -1 to learn how to deal with the
effects of bullying and assisting them to feel
comfortable when they have to express, then the
following research question was raised:
What are the effects of bullying in students’ linguistic
competences?

5. GENERAL OBJECTIVE
To analyze the relationship between
hindered conversational competences and
bullying in the group 5-1.

6. SPECIFIC OBJETIVES
1.To identify the types of bullying behavior among
the students of 5-1 grade.
2.To describe the psychological implications
presented in bullied victims.
3.To determine the way that bullying interferes with
the development of English conversational
competences.
4.To implement a prevention protocol for bullying
behavior.

7. SAN BLAS DE MORAVIA
ELEMENTARY SCHOOL

9. Education
Social and individual process.
Objective of preparing students.
There are other participants.
To preserve its characteristics.
Transforming any situation.
Students also have to understand their duties and rights as part of a
social community.

10. The present research is based on the following learning
theories
• The Natural Approach: Pictures, flashcards, realia.
• Communicative Approach: Students develop the target
language at their rhythm.
• Stephen Krashen’s Theory: The acquired system
The learned system.
• Jean Peaget’ Theory: Systematic study of cognitive
development.
The most critical factor is the interaction with child’ peers.

11. • The common European Framework:
This study is not on the evaluation of conversational
competences.
• Emotional competences:
Refers to the ability that human beings have to express or
release the inner feelings or emotions, to interact
constructively with others.
• Teaching-Learning Process:
Process by which knowledge about a subject is
communicated or is transmitted.
Process by which we acquire and store certain
information, to use it when necessary.

12. BULLYING
Bullying is an aggressive behavior among children,
specific characteristics, for example:
it is unwanted, it is repeated or it has the possibility to be
repeated for a period of time.
It can involve a potential power imbalance, bully uses
his/her power like physical strength, height, personal
information in order to control, manipulate or harm
others.
Different kinds of bullying: physically, verbally,
psychological, cyber bullying.

13. SOME BEHAVIORS OR PROBLEMS THAT CAN
OCCUR EVERY DAY AMONG STUDENTS THAT ARE
NOT BULLYING
Mutual conflict - disagreement.
Single-episode acts of nastiness or physical
aggression.
Social rejection or dislike.
Characteristics: equal conditions - a peer temporary
situation - not imbalance of power - vulnerable.

14. PSYCHOLOGICAL IMPLICATIONS OF
BULLYING
Wanting to be left alone, shyness, stomachache,
headache, panic attacks, sleeping to much or not being
able to sleep, nightmares, negative expectation toward
future, decreased self-esteem.

15. PROTOCOL
A set of rules
Legal regulations
Customs
Traditions
Actions
Simple practical tool
Eductional community
Duties
Rights
Responsibilities

16. TYPE OF INVESTIGATION
Approached from the mixed approach:
quantitative and qualitative,
from a naturalistic point of view,
it is an ethnographic research,
used the descriptive method.
This is the most adequate means of evaluating the
effects of bullying in the development of English
conversational competences.

17. Subjects
The convenience sample of this research is the 5-1
grader.
Children between 10 and 12 years old.
This level has a population of 18 students,11 men and
7 women.

18. Data collection instruments
 Observation
 Interview
 Open-ended questionnaire: Likert Scale.

19. VARIABLE 1
Types of bullying among the students of 5-1 grade.
Operational Definition
For this variable will be
used an instrument to the
students to allow them to
express what types of
bullying they suffered.
Instrumental Definition
• Observation.
• Interview (items #2,
and 3).
• Surveying the students
(items # 2, and 3).

20. Variable 2
Psychological implications among students of group 5-1
Operational Definition
For this variable will be used
an instrument to the
students to allow them to
determine the psychological
implications of bullying that
they have suffered.
Instrumental Definition
• Observation.
• Interview (item # 6)
• Surveying the students
(items # 2, 3, 9, 10, 11,
and 12)

21. VARIABLE 3
Bullied Victims
Operational Definition
For this variable will be used
an instrument to the
students to know if they are
the aggressor or the victim.
Instrumental Definition
• Observation.
• Interview (item # 5).
• Surveying the students
(items 4, 9, 10, 11, and 12)

22. VARIABLE 4
Ways that bullying interferes with the development of
English conversational competences
Operational Definition
According to the obtained
responses from the
questionnaire, it will be
considered if exists a
relationship between
bullying and English
conversational
competences.
Instrumental Definition
• Observation.
• Interview (item # 6).
• Surveying the students
(items 9,10, 11, and 12).

23. ANALYSIS AND INTERPRETATION OF
RESULTS

24. THE OBSERVATION
 Could be seen that there were students that mock or
make nasty jokes to other classmates.
 As a result of these actions, these students have lost
interest in learning that subject, affecting their grades.
 Were sad, they did not want to participate in any
school activity, sat alone, talk to other students,
 Go out to recess, complain of headache, feeling bad in
generally,
 Frequently absent from school.

25. THE INTERVIEW
• There are big children bully the small ones by
pushing them and making fun of them,
• provoking poor performing,
• causing insecurity and do not pay attention in class,
• when children are afraid of ridicule, they will not
want to participate in classes,
• when teacher asks directly they hesitate and
because of the stress the students may not respond
correctly.

26. BULLYING INCIDENCE AMONG THE STUDENTS IN THE SCHOOL
(1)
11%
5%
17%
67%
Always Many times Rarely Almost never

27. KNOWLEDGE THE STUDENTS HAVE ABOUT THE MEANING OF THE
WORD BULLYING (2)
0
20
40
60
80
100
yes no
100
0

28. KNOWLEDGE THE STUDENTS HAVE ABOUT THE DIFFERENT TYPES OF
BULLYING (3)
0
20
40
60
80
100
yes
no
100
0

29. DIFFERENCE BETWEEN BULLYING AND PROBLEMS
THAT CAN OCCUR EVERY DAY (4)
yes
78%
No
22%

30. FREQUENCY OF JOKES THAT OCCURS WHEN
STUDENTS ARE IN ENGLISH LESSONS (5)
11%
28%
33%
28%
Always Many times Rarely Never

31. FEAR OF BEING REJECTED BY PEERS WHEN SPEAK ENGLISH
(6)
22%
11%
28%
39%
Always Many times Rarely Never

32. RUDE COMMENTS DURING THE ENGLISH LESSONS (7)
17%
22%
22%
39%
Always Many times
Rarely Almost never

33. CONCLUSIONS

34. 1 Among the population of 5-1 grader occurs different
types of bullying, such as physical and psychological
bullying.
2 Students confuse conflict situations that can occur
sporadically in the everyday life with bullying
behavior, which has specific characteristics.
3. Students have suffered psychological implications
that have been reflected in their school performance
due to bullying.

35. 4.When the students have to express in English, the jokes
toward the victims increase and it inhibits the oral
expression of the students.
5.The identified aggressors of the 5-1 grade were victims of
aggression in their homes or neighborhoods.
6.Sometimes, students do not understand what they are
being taught, because their conversational skills are
affected by constant harassment.
7.Some students are greatly affected when they suffer from
bullying while others do not.

36. RECOMMENDATIONS

37. 1. Avoid bullying behavior through
teaching and reinforcing values among students
such as respect, tolerance.
2. Must guide students in the time of conflict,
explaining the specific characteristics of bullying.
3. Children who have suffered from bullying should
be treated by specialists in the field.
4. Applying individually the oral test in order to
prevent that the victims down their qualifications
for fear to express.

38. 5. When bullying behavior is detected, the teacher
should start by giving guidance first to the offended.
6. A tutor no aggressor, with greater mastery of the
subject will be assigned to the students that are
victims of bullying, this way they can learn better and
also they will foster their confidence and self-esteem.
7. The aid must be personalized and focused on how
the students handles their emotions.

39. PROPOSAL OF A PREVENTION
PROTOCOL FOR BULLYING
BEHAVIOR

40. General Objective
To design a Protocol for prevention of bullying in 5-1 group
in Escuela San Blas de Moravia.

41. COST OF THE PROPOSAL
Item Amount Unit costs
(colones)
Total costs
(colones)
Total costs
(dolars)
Printed
protocol
15 20 300 0.56
Observation
sheets
80 20 800 1.50
A large 3 ring
binder
2 5000 10000 18,58
Total 11100 20.08
Rate exchange According to BCCR
(538 colones)
Date:
November 20,
2015.

42. SPECIFIC OBJECTIVES
1. To develop a strategic protocol plan available in the
institution with a group of actions applicable in cases
of bullying.
2.To define possible solutions or action plans in case
of each type of bullying found in the group 5-1.
3.To determine the types of harassment that happens
in the group 5-1 through observation.

43. FIRST STEP: IDENTIFYING BULLYING BEHAVIOR
1. It is very important to identify if a situation is a peer
temporary situation or bullying and its negative
consequences (loss of self-esteem, confidence,
depression, anxiety, phobia towards the school).
2. It is important to know what measures should be
taken for a rapid and effective intervention, including
all the students involve in the problem.

44. SECOND STEP: TO COMMUNICATE
A situation of bullying to the guiding teacher it could
be by the same student, parents or other person.
The guiding teacher is the right person for doing the
research among the students, gathering the
necessary information in order to take actions and
analyze if it is an isolated peer situation or bullying.
The investigation begins interviewing all the students
involved in the situation.

45. THRID STEP: TAKING ACTIONS
The guiding teacher should take into account the duties
and rights of the students and the regulations that are in
the institutional rules.
Measures of correction
To the victims:
1. Change group or section.
2. Supervision and monitoring between the aggressor
and the victim to avoid similar situations.
3. Recommendation of specialized care, psychologist,
therapist.

46. To the aggressors:
1. Opening of disciplinary proceedings conducted
due process to determine the appropriate
penalties.
2. Take awareness of their actions and the
consequences of those actions.
3. Inquiry into the possible causes of the
aggressive behavior through interviews.
4. It should encourage a process of mediation
between the students involved.

47. Thank you very much!
God bless you!