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1. UNIVERSIDAD MAGISTER
FACULTAD DE EDUCACIÓN
CARRERA DE LICENCIATURA EN LA
ENSEÑANZA DEL INGLÉS
MEMORIA PARA OPTAR AL GRADO DE LICENCIATURA EN
ENSEÑANZA DEL INGLÉS
“A DESCRIPTIVE STUDY ABOUT FEAR
BARRIERS ON LANGUAGE LEARNING
ACQUISITION FOR 7TH GRADERS AT LICEO
RURAL SALVADOR DURÁN OCAMPO,
ZAPOTE, PUERTO VIEJO, SARAPIQUÍ, 2018”
MARIANA MONTIEL CHAVARRÍA
LIZANDRO MORA CEDEÑO
SETIEMBRE, 2018

2. JUSTIFICATION
The educational system at schools and institutes is responsible
that many students get afraid to speak and communicate in
English, because they do not consider the strengths, the
weaknesses or some of the needs of the students, and they do not
perceive very clear every single student understands and learn in
a different way. Another aspect to mention on this, is the lack of
support and the environment in class.
Nowadays, Costa Rican education must be transformed; teacher
should invest equally time in the four skills, because in our high
schools the education is just based on writing skills.

3. PROBLEM STATEMENT
• Rural 7th graders are frequently faced with some problems
because they do not have stronger bases on the English to produce
in a correct way the language, that is why it is important to apply
different alternatives to engage students and motivate them on their
skills.
• Considering these aspects, the following questions have arisen:
What are the main barriers of fear that affect the English learning
acquisition of 7th graders at Liceo Rural Salvador Durán Ocampo,
2018?

4. GENERAL OBJECTIVE
To determine the main barriers of fear in the
English learning acquisition, attempting to
engage activities which can lead towards
breaking such barriers on rural 7th graders at
Liceo Rural Salvador Durán Ocampo, 2018.

5. SPECIFIC OBJECTIVES
• To identify the personal characteristics of 7th graders for
facilitating the English learning process in their daily duties.
• To enumerate the causes and effects of fear barrier in English
speaking process aiming the development of a proposal that
improves the performance of the students.
• To describe the English teaching techniques that teachers
currently use with the purpose of suggesting ideas regarding
language proficiency and fluency.
• To develop a Proposal for reducing the barriers of fear and
improve the English output of 7th graders.

6. VARIABLES
• Personal characteristics of 7th graders
• Causes of fear barriers in rural 7th graders
• Effects of fear barriers in rural 7th graders
• English Teaching techniques that teachers are currently
using

7. THE INSTITUTION
 The Liceo Rural Salvador Durán Ocampo was founded in 2003
thanks to the support of the community of Zapote. It is located in
Zapote, a community that belongs to the province of Heredia,
canton Sarapiquí, and district Puerto Viejo.
 22 students are from 7th grade.
 The institution staff is approximately 5 teachers and there is only
an English teacher.

8. THEORETICAL FRAMEWORK
Education is cultivating hopeful environments and
relationships for learning it is often said that we are
learning all the time and that we may not be
conscious of it happening. Learning is both a process
and an outcome. As a process it is part of living in
the world, part of the way our bodies work. As an
outcome it is a new understanding or appreciation of
something.

9. METHODOLOGICAL FRAMEWORK
• DESCRIPTIVE RESEARCH: The term descriptive research refers to the type of research
question, design, and data analysis that will be applied to a given topic.
• EXPLORATORY RESEARCH: Exploratory research is the conducted for a problem which was
not well researched before, demands priorities, generates operational definitions and provides a
better-researched model.
• QUANTITATIVE APPROACH: The quantitative approach to gathering information focuses on
describing a phenomenon across a larger number of participants thereby providing the
possibility of summarizing characteristics across groups or relationships.

10. • QUALITATIVE APPROACH: Richardson, & Lozano (2011: p. 1012). Defined
qualitative research as "The qualitative approach to gathering information focuses on
describing a phenomenon in a deep comprehensive manner. This is generally done
in interviews, open-ended questions, or focus groups".
• MIXED APPROACH: Plano Clark (2007: p. 5) define a mixed methods approach as
a method that focuses on “collecting, analyzing, and mixing both quantitative and
qualitative data in a single study or series of studies.”

11. • POPULATION: The population will be, twenty-two 7th graders, from
the Liceo Rural Salvador Duran Ocampo, Zapote, Puerto Viejo,
Sarapiqui; they will provide part of the information required.
• SAMPLE: The main focus will be 22 students from 7th grade from
Liceo Rural Salvador Duran Ocampo, Zapote, Puerto Viejo,
Sarapiqui applying all quantitative selected instruments for this
research (observation, interview, questionnaire) as well as applying
the qualitative approach (observation and interviews).

12. ANALYSIS OF THE OBSERVATION
 The lessons need to be related to a friendly environment
where the student can feel free to express themselves.
 Teacher likes to use copies, books and booklets for their
teaching.
 The teacher gives them the indications about the class work in
English.
 Skills are evaluated by working in group or finishing exercises.

13. ANALYSIS OF THE INTERVIEW
 The teacher said that the students engaged better in the
English learning process when teachers used motivation as
a learning tool in the classroom.
 The teacher also said that the use of the right material helps
the adjustment to each student.
 when the teacher uses games the students increase their
confidence.

14. ANALYSIS OF THE QUESTIONNAIRES
NECESSITY OF KNOWLEDGE OF A FOREIGN LANGUAGE
85%
15%
0
0
10
20
30
40
50
60
70
80
90
YES NO N/R
OPTIONS

15. ENGLISH AS AN EASY COURSE
45%
55%
0
0
10
20
30
40
50
60
YES NO N/R
YES NO N/R

16. A NEW LANGUAGE IS NOT INTERESTING FOR STUDENTS
50%
30%
20
0
10
20
30
40
50
60
YES NO N/R
YES NO N/R

17. IMPORTANCE OF MOTIVATION TO LEARN WITH GAMES
75%
20%
5
0
10
20
30
40
50
60
70
80
YES NO N/RYES NO N/R

18. INTERESTED IN MOTIVATION INSTEAD OF LEARNING
50%
30%
20
0
10
20
30
40
50
60
YES NO N/R
YES NO N/R

19. CONCLUSIONS
 It is necessary to implement and reinforce the methods and
strategies that teachers have and can use at class.
 The students, need to overcome during the course of their studies
appears to be the mastery of a completely new way of thinking.
 Educators need to address the issue from different perspectives
and offer ways of teaching more effectively by changing their
course design, teaching methods, or teaching tools.

20. GENERAL CONCLUSION
 Reinforce the teaching-learning process of each student,
understood specifically in this context as techniques and
authentic materials teacher can utilize and better the
efficiency of the students got through the application of these
strategies.
 Students showed that they use authentic listening materials
in their regular life; listening to favorite songs bands, artists,
watching movies and TV shows.
 Students use limited English in class.

21. COST OF THE STUDY
Source: Mora, Lizandro & Montiel, Mariana, (2018)
Exchange Rate: BCCR, ₡571 per dollar, June 11th, 2018.
DESCRIPTION QUANTITY
UNIT COST
(COLONES)
TOTAL COST
(COLONES)
TOTAL COST
(DOLLARS)
Travel expenses 60 1.460 87.600 153.41
Office supplies 7 1.584 11.075 19.09
Papers and printings 600 25 15.000 26.26
Coffee break 3 3.100 9.300 16.02
Professional hours at
Colypro
90 7.500 675.000 1182.13
Food and beverages 50 3.600 180.000 315.23
TOTAL 735 17.269 969.575 1712.04

22. RECOMMENDATIONS
 It is recommended for teachers to give support to the EFL class in
which all students are encouraged to speak the language during the
whole lesson.
 Teacher should continue working to encourage his students in the
learning process using a variety of activities that students like most
according to their style.

23. PROPOSAL OF A
PLAN FOR REDUCING
THE BARRIERS OF
FEAR AND IMPROVE
THE ENGLISH
OUTPUT OF 7TH
GRADERS

24. JUSTIFICATION
• The focus of many studies has been on improving the quality of
teaching, aiming to make it more efficient and effective.
• From the reality of students at Liceo Rural Salvador Duran Ocampo,
Zapote, Puerto Viejo, Sarapiquí, the main idea of this proposal is to
explain the result found from the test and develop framework as a guide
a learning for some dynamic classes with some contents assigned by
the MEP including a selection strategy according to the adaptive
teaching framework and based on the results of the questionnaires and
the test.

25. GENERAL OBJECTIVE
To develop a workshop for students in order to overcome the
barriers of fear according to the needs at Liceo Rural Salvador
Durán Ocampo, Puerto Viejo, Sarapiquí.

26. SPECIFIC OBJECTIVES
• To develop strategies for encourage rural 7th graders to an
increasing self-esteem through the English learning process using
new activities and strategies.
• To implement activities and strategies that rural 7th rural graders
may use for acquisition of a new language.

27. PHASE 1: RELEASE AN EXPLANATION
OF THE BARRIERS OF FEAR TO THE
STUDENTS OF LICEO RURAL
SALVADOR DURAN OCAMPO
PHASE 2: DESIGNING
DIFFERENT MATERIALS IN
ORDER TO FULFILL THE NEEDS
OF 7TH GRADERS
PHASE 3: DESIGNING A
PLANNING ACCORDING TO THE
NEEDS OF 7Th GRADERS

28. PHASE 1: Release an explanation of the barriers of
fear to the students
WORKSHOP Nº1:
IMPORTANCE OF KNOWING
ABOUT BARRIERS OF FEAR
AND ABOUT THEMSELVES
PERSONAL
ACADEMIC AND
PROFESSIONAL

29. PHASE 2: DESIGNING DIFFERENT MATERIALS IN
ORDER TO FULFILL THE NEEDS OF 7TH GRADERS
• In order to fulfill the objective Nº2 was necessary to design the
correct material for each academic purpose to evaluate. It was
important to include the students in the process to provide
opportunities for learner interaction. Whiteboard discussion forums,
Padlet walls, or VoiceThread activities were great ways to promote
student interaction.
• The teacher has different types of learners in the class and the use
of these variety of content-delivery methods and learning activities
keep them engaged. Remember that small changes can drastically
improve the learning experience for the students.

30. PHASE 3: DESIGNING A PLANNING
ACCORDING TO THE NEEDS OF 7Th GRADERS
• After having the materials, a didactic planning example was
presented to overcome the barriers of fear in order to meet the
specific needs of the students.
• This planning was implemented as a workshop at the Lice Rural
Salvador Durán Ocampo. To do this, was necessary to ask for the
permission to the principal to work with the students to experience
the influence of the barriers of fear in the learning process in order
to get our own conclusions.

31. COST OF THE PROPOSAL
Source: Mora, Lizandro & Montiel, Mariana, (2018)
Exchange Rate: BCCR, ₡571 per dollar, June 11th, 2018.
DESCRIPTION QUANTITY
UNIT COST
(COLONES)
TOTAL COST
(COLONES)
TOTAL COST
(DOLLARS)
Travel expenses 60 1.460 87.600 153.41
Office supplies 7 1.584 11.075 19.09
Papers and printings 600 25 15.000 26.26
Coffee break 3 3.100 9.300 16.02
Professional hours at
Colypro
90 7.500 675.000 1182.13
Food and beverages 50 3.600 180.000 315.23
TOTAL 735 17.269 969.575 1712.04

32. SWOT ANALYSIS
STRENGTHS
The main strength for this Proposal will be considered students
interesting upon the strategies, activities and materials usage,
definitely due to they use them in daily life, not precisely for academic
purposes but for entertainment.
It is the facilitation of acquiring materials by using an innovative tool
as a web site contextualized with the contents asked by the Ministry
of Education which reinforce not only the linguistic skills but also,
culture awareness about English countries given in MEP syllable for
7th graders.

33. WEAKNESSES
As weakness factors that will affect the proposal could be considered
the lack of internet and technologic devices like: computers for
accessing the web. In this way, not all students and teachers are able
to make use of the online application.

34. SWOT ANALYSIS
OPPORTUNITIES
The institution Liceo Rural Salvador Durán Ocampo never had
projects to be implemented into its classrooms in any subject at all, it
is due to it is complicated for students of universities to go to this
place for the fact of being in a far geographic position from the
nearest city.

35. THREATS
Students can get frustrated at the beginning of the workshop due to
most of them are not familiarized with the English learning process.
So, teachers must help them and give confidence to the class, if there
are some details from the sources and the activities asked to speak
the language.

36. IMPACTS OF THE PROPOSAL
This study pretends to create a well-educated environment among
the 7th graders on the Liceo Rural Salvador Durán Ocampo, in
accordance to their preferences to learn, thus they will find a
mechanism to help themselves to facilitate acquisition of knowledge
not only in English as specific subject, but also in different areas in
the high school.

37. INSTITUTIONAL IMPACT
• This study pretends to create a well-educated environment among
the 7th graders on the Liceo Rural Salvador Durán Ocampo, in
accordance to their preferences to learn, thus they will find a
mechanism to help themselves to facilitate acquisition of knowledge
not only in English as specific subject, but also in different areas in
the high school.
• On the other hand, the proposal is a guideline for the teacher,
already created to apply when is necessary in assistance to use it
as a tool for extracting the potential of every single student.

38. COMMUNITY IMPACT
• Since several teachers are sent to isolated rural areas to
teach in “Liceos Rurales”, many of them find difficulties to
deal with this type of population since the background
present in it is complex.
• The behavior of the people and backgrounds differ to the
Urban Areas because understand the students learning
process of the zones could be difficult and sometimes
teacher do not achieve meaningful activities that catch
their attention.

39. OTHER STUDIES DERIVED
• However, further research might explore how this safe environment
might also enhance the ability of the students for self-assessment
and autonomy. Some of the derivate studies can be:
• Motivation, self-efficacy and psychological barriers
• Implications to practice English
• Ways to battle anxiety
• External barriers that learners face
• Understand the psychological processes involved
• Overcoming barriers through physical activities