This document presents a thesis project that aims to analyze the brain processing model to reinforce English reading comprehension for 11th grade students at Liceo Nocturno de Ciudad Colón in 2017. The general objective is to apply the brain processing model to improve reading skills. Specific objectives include identifying factors that influence English thinking, describing characteristics of the brain processing model, determining students' reading competence, and describing students' English proficiency. The methodology uses mixed methods with questionnaires, observations, and interviews. Results show students' English proficiency is poor and they have difficulty thinking in English. Recommendations include helping students think in English to improve reading and applying new teaching techniques. A proposal for workshops is presented to promote English thinking and

1. UNIVERSIDAD MAGISTER
FACULTAD DE EDUCACIÓN
CARRERA DE LICENCIATURA EN LA ENSEÑANZA
DEL INGLÉS
TESIS DE SEMINARIO DE GRADUACIÓN PARA OPTAR AL GRADO DE
LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS
A STUDY OF BRAIN PROCESSING MODEL TO
DEVELOP READING COMPREHENSION SKILL
ON 11th GRADERS AT LICEO NOCTURNO DE
CIUDAD COLÓN, 2017
VIVIANA MENA CAMPOS
SAN JOSÉ, Enero 2018

2. PROBLEM STATEMENT
How does the Brain Processing Model
Reinforce English reading comprehension of 11th
graders at Liceo Nocturno de Ciudad Colón?

3. GENERAL OBJECTIVE
To analyze the brain processing model for that reinforcement
of the English Reading Comprehension on 11th graders at
Liceo Nocturno de Ciudad Colón, 2017.

4. SPECIFIC OBJECTIVES
• To mention factors that influence English thinking that helps the
understanding the students mind.
• To identify brain processing model characteristics with the
purpose of apply the proper method and technique.
• To determine reading skill competence aiming a better
performance.
• To describe the English proficiency of the learners for a better
understanding of English level.
• To Propose a Workshop for strengthen the thinking and reading
English skill on 11th graders

5. VARIABLES
Factors that influence English
thinking
Brain processing Model
characteristics
Reading skill competence
Proficiency of English Learners

6. INSTITUTIONAL FRAMEWORK
A Night High School
Liceo Nocturno de Ciudad Colón
San José , Mora

7. Factors that Influence English Thinking
In every learning process there is a series of factors that directly or indirectly influence.
Physiological: These factors are related with the wellbeing of the students, it cannot be
determining how much this affects the performance of the learners, but it is clear that health
issues could prevent the students from concentrating during the lesson, and the overall
attendance to class.
Pedagogical: Includes aspects related with the quality of teaching. This contains the
methodology, the didactic material, and the time teachers spend preparing the lesson. All these
variables combined would determine the level of investment the learners have during classes.
Psychological: It refer to thoughts, feelings and other cognitive characteristics that affect,
attitude, behavior and other functions of the human mind.
Psychological factors lead to the dynamism of the human mind and their behaviors. People
subconsciously refer to their psychological factor to approach different life situations.
Sociological: It is determined by the social environment in which the students perform their
studies. The social environment bounds the socioeconomic situation, type of family, economic
position and several other factors, that combined, could impact heavily on the student´s
performance.

8. Brain Processing
Model
The brain have two hemispheres, each with four lobes
The logical hemisphere: The left hemisphere (HI), processes
information sequentially and linearly. The logical hemisphere thinks
in words and numbers.
The holistic hemisphere: The right hemisphere (HD), processes
information globally.
The brain has four lobes:
•Frontal lobe: It oversees deciding the appropriate motor behavior in each case. When
the situation is dangerous, the limbic system intervenes.
•Parietal lobe: Involved in the map of "where to act" integrating interoceptive sensory
information (of our body: muscles, joints, tendons) and exteroceptive (from outside).
Essentially, associative, as well as space recognition functions are attributed to it.
•Occipital lobe: it is basically responsible for the vision, it elaborates the visual
information, although it transcends the parietal and temporal lobes.
•Temporal lobe: it is the seat of the last steps of auditory processing, as well as the
place where important structures of memory (hippocampus) and of the unconscious
emotional system (limbic system) settle in its medial face.

9. Everything we do, think and feel has to do with brain processes
that respond to specific functions. The neurosciences classify these
functions in three groups:
• Sensitive: The brain receives stimuli from the sensory
organs, processes them and integrates them to form
perceptions.
• Motors: The brain controls the voluntary and
involuntary movements of the organism.
• Integrators: The brain generates mental activities,
such as learning, memory and language.

10. Brain Processes
• Attention: The attention is a selective process,
synonyms of effort and concentration.
• The memory is the ability to store information and
retrieve it when need it, the memory circuit is a
chain of nerve cells linked together by prolong
short-term memory and long-term memory.
• Motivation is a state of receptivity that influences
attentional and sensory perceptions.

11. Types of learning
• Implicit or emotional learning: It is automatic, fast and
occurs no consciously, is basically emotional and durable,
is housed in long term memory and is very difficult to
modify or eliminate. It requires less energy and attention,
it could be selective and non selective attention depends
on the important event.
• Explicit or cognitive-executive learning: This learning is
voluntary and requires conscious selective sustained
attention. It is difficult to retain and requires much effort
and energy in addition to processes such as repetition,
review, relate it to other previous knowledge.

12. METHODOLOGICAL FRAMEWORK
• Eleven graders
from Liceo
Nocturno de
Ciudad Colón
• Mixed Method
• Qualitative
• Quantitative
• Primary Source
• Secondary Source
• Constructivism
Type of
Research
Sources
Population
Type of
Research

13. ANALYSIS AND INTERPRETATION OF THE
RESULTS
OBSERVATION
INTERVIEW
QUESTIONNAIRES

14. ANALYSIS OF THE QUESTIONNAIRES
OPINION OF STUDENTS ABOUT UNDERSTAND A STORY
WHEN READ IN ENLGISH
37,50 %
37,50 %
25,00 %
Always Sometimes Never

15. OPINION OF STUDENTS ABOUT HOW OFTEN THINK IN
ENGLISH
4,17 %
29,17 %
66,67 %
Always Sometimes Never

16. OPINION OF STUDENTS ABOUT PROJECTIG A
PICTURE ON THE HEAD WHEN READING A TEXT
91,67 %
8,33%
Always Sometimes

17. CONCLUSIONS
Most of them could not
finish their studies at
diurnal high schools
when they had the
opportunity due to
work and parent’s
responsibilities.
Students were asking if they
think in English and the
result was negative, they do
not know how to develop
this skill, sometimes they
translate in their mind in the
mother tongue and when
they try to say it in English,
Spanish languages interface
appears in both language
Reading is the strongest
skill in both groups, even
though is not perfect, but
compare to speaking and
writing, it is the one they
have been developed
good so far
English
proficiency is
poor.

18. RECOMMENDATIONS
Teacher should be
aware of their
social and
emotional needs
Thinking in
English help to
speak fluently but
also can help in
reading to learn
vocabulary outside
of class.
Teacher should be more
created it and apply new
techniques to develop
reading skills in their
students.
The teacher should be
understandable of who their
students are, their
backgrounds and educational
experiences so they can
provide them with a better
understanding of their
educational needs and ways to
support them.

19. PROPOSAL OF WORKSHOP TO
DEVELOP READING
COMPREHENSION ON 11TH
GRADERS

20. GENERAL OBJECTIVE
To promote the English thinking in graders aiming the
improvement of their learning process
The main objective of this proposal is to promote
English thinking technique on students of eleventh
grader in order to improve their learning process by
using workshops

21. PROPOSAL DEVELOPMENT
• WORKSHOP No. 1 THINKING IN
INDIVIDUAL ENGLISH WORDS
• WORKSHOP No.2 THINKING IN COMPLETE
ENGLISH SENTENCES
• WORKSHOP No.3 FUNCTIONAL ENGLISH
• WORKSHOP No.4 NARRATIVE ENGLISH
(TELLING A STORY)
• WORKSHOP No.5 SUMMARY

22. WORKSHOPS

23. COST OF THE PROPOSAL
DETAILS QUANTITY
COST PER UNIT
(COLONES)
TOTAL COST
(COLONES)
TOTAL COST
(DOLLARS)
Elaboration of
Workshop
5 13.602.60 68.013 119,8
Markers 5 600 2400 4,22
Professional teacher
hour
30 13.602.60 408.078 719
Didactic material 24 500 12.000 21
Snacks 24 1000 24.000 42
Total 88 29.304 514.491 906

24. IMPACTS OF THE PROPOSAL
• ACADEMIC IMPACT
• INSTITUTIONAL IMPACT

25. OTHER STUDIES DERIVED
FROM THIS RESEARCH
• Reinforce the speaking skill by think in English.
• To determinate the capacity of brain when acquires a
new language on child population.
• To apply on tutorials for reapproved courses.

26. THANK YOU