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1. UNIVERSIDAD MAGÍSTER
FACULTAD DE EDUCACIÓN
CARRERA DE LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS
TESIS PARA OPTAR AL GRADO DE LICENCIATURA EN ENSEÑANZA
DEL INGLÉS
ANALYSIS OF THE ENVIRONMENT OF ENGLISH
CLASSES AT CINDEA TOMÁS GUARDIA RELATING
ADULT EDUCATION 2016
SILVIA RAMÍREZ MORALES
SEPTEMBER 2016

2. PROBLEM STATEMENT
How the English teaching methodology used at
CINDEA is affecting the learning process of the
students in a negative way?

3. BACKGROUND OF THE PROBLEM
In the Costa Rican educational system, education programs for young
and adults like CINDEA, learning process in the teaching of English
are often unattractive for this population of students, sometimes or
most of the time integrate them to participate in classroom activities
and use of the English language is extremely difficult for them, even
adapt to the current education system. Here is one of the reasons why
I decided to do a study and propose strategies and techniques to
motivate these students and do change their thinking and make them
see that age is not a barrier to learning English, and at the same time
the adaptation process is simple and practical.

4. JUSTIFICATION
This project is based on the analysis of different strategies and
andragogic methodologies used in teaching English for the
benefit of a student population with diverse ages and thus
achieve quality education
Strategies and methodologies that can be adapted to each
student, so that in this way they manage to balance their
academic level will be used, and that having them with different
ages have different ways to adapt to the learning methods

5. GENERAL OBJECTIVE
To demonstrate that English teaching methodology
use at CINDEA is affective in a negative way the
learning process of the students.

6. SPECIFIC OBJECTIVES
1. To identify the way teachers build their lesson plan.
2. To analyze the environment where adult students at CINDEA of
Limón sede Tomas Guardia study the English lesson.
3. To examine the evaluation instruments that teachers use to assess
students learning.
4. To recognize the methodology use by teachers to acquire the
English language in an effective.
5. To build a proposal creative activities to teach English a second
language to adult students at CINDEA of Limón sede Tomas
Guardia.

7. VARIABLES
1. Lesson planning
2. The environment in which the class develops.
3. Evaluation Instruments
4. Methodology used by the teacher

8. Background of the C.I.N.D.E.A
Our political constitution presents in his article 83, related with the
education and the culture the following: The state support and organize
the adult education, assigned to fight against illiteracy and to provide
cultural opportunities to those, wishing to improve their intellectual,
social and economic status.
From a legal response arises the project CINDEA of Limon, an
institution that gives his first steps in a region that begins to venture in
the education of adults and that, however, accepts the educational
proposal like a valid option of study. The Central Headquarters opens
his doors in Limon center, using the installations of the Policeman
station, afterwards with the pass of the time, the project was
consolidated and accepted by the community, it was when they were
installed in school as it is today.
INSTITUTIONAL FRAMEWORK

9. SUBJECT AND SOURCE OF INFORMATION
SUBJECT
A group of students who are studying in CINDEA de Limón headquarters Tomás Guardia
and also the teachers who work there. A total of 15 students, between 16 years old and 58
years old and a total of 10 teachers. There are people with different ages and people with
different English level( primary level).
SOURCES OF INFORMATION
Sources of information are tools for knowledge, research and access to information. The
usefulness of information sources is determined by its response to the need for user
information. The information is acquired through two sources: written material or human
sources and information or subject. Information sources have certain features that let you
read them and provide important information for the study

10. POPULATION
The population of this research are the students of seventh
grade of CINDEA de Limón headquarters Tomás Guardia. A
total of 12 students, between 16 years old and 58 years old.

11. SAMPLE
Because the characteristics of homogeneity is very similar in the subjects
investigated by stratum related information that can contribute to the study, it was
decided to work with the type of probability sampling, in which all elements of the
population have the same probability of being chosen for the implementation of
the questionnaire.

12. INSTRUMENTS TO COLLECT DATA
INSTRUMENTS TO COLLECT DATA
INSTRUMENTS TO COLLECT DATA
INSTRUMENTS TO COLLECT DATA
• OBSERVATION
• INTERVIEW
• QUESTIONNAIRE

13. ANALYSIS AND INTERPRETATION OF
THE RESULTS

14. ENGLISH LESSONS SHOULD BE LIVELY
80%
20%
Yes No
According to the Graph No. 21, and based on the
responses of the students, the 80% percentage of the
students considers English lesson should be more
dynamic, more entertaining and experiential.

15. THE TEACHERS ACTIVITIES ARE ADAPTED TO
THE NEEDS OF THE STUDENT
70%
30%
Yes No
According to the Graph No. 18, and based on the
responses of the students, the 70% of the students
believe that the activities used by their teacher are
adapted to their needs.

16. THE TEACHER IDENTIFY THE KNOWLEDGE AND
SKILL OF THE STUDENTS AT THE BEGINNING
OF THE COURSE
According to the Graph No. 13, and based on the responses of the
students, the 60% percent of the students say the teachers identify
different skills of the students at the beginning of the course.
60%
40%
Yes No

17. STUDENTS THAT ARE MOTIVATED TO STUDY
ENGLISH
60%
40%
Yes No
The 60% of the students say they are motivated by their teachers to
study English.

18. ADAPT ACTIVITIES TO MEET THE DIFFERENT
LEARNING STYLE OF STUDENTS
86%
14%
Yes No
The 86% percent of the teachers say they adapted the activities
to meet the different learning style of students.

19. APPLY NEW TEACHING TECHNIQUES
The 71% percent of the teachers say they use and apply new techniques
in the learning process.
71%
29%
Yes No

20. STIMULATES REFLECTION ON HOW THE
STUDENT LEARN
100%
0%
Yes
No
The 100% percent of the teachers say they stimulate reflection
about how students learn better.

21. KNOW ABOUT ANDRAGOGY
The 57% percentage of the teachers say they know about andragogy.
57%
43%
Yes No

22. CONCLUSIONS
THE LESSON PLANNIG
It is very clear that to achieve the objectives in class should be made according
to the needs of their students, make a planning is indispensable. Although
students show in this variable that the program presented at the beginning of
the course it is completed covered, at the end of each period of class, the
student does not remember anything, because they have only memorize a little
just to make a written test and nothing more.

23. THE ENVIRONMENT IN WHICH THE CLASS
DEVELOPS.
Class environment is very important at the time to make students feel
comfortable and confident at classroom, to establish a positive
classroom environment by teaching and reinforcing rules and routines
is essential. Reinforcing the appropriate behavior of individuals and
groups of students, the use and application of new materials for
practice, to offer a variety of activities and strategies with a level of
difficulty appropriate to the range of student abilities in the class and
encourage collaborative peer support as an instructional strategy.

24. EVALUATION INSTRUMENTS
Students felt that the teacher provides information to adequately
perform evaluation activities and also taking into account the
activities that support their learning. Teachers and students
consider the use of the rating scale and checklist to assess the oral
learning, but they say teachers do not delivery for them to know
what mistakes do them and so improve them. Besides this, they
mentioned that also includes all research objectives in the written
tests.

25. METHODOLOGY USED BY THE TEACHER
In this variable the majority of teachers and students think that teachers
adapt activities to meet different learning styles of students; they
promote self-confidence and participation in the activities that allow
them to work. Also teachers have positive attitude with other colleagues
to improve their learning process with the students and stimulate
reflection on how the adult students learn.

26. LAST CONCLUSION
Although younger students are happy with the activities used by his
teacher to work in class, academic performance is very low, and most
of them must make an extraordinary test or even lose the module and
must repeat the level again. This is because the planning and
strategies used are not appropriate for these students, teachers for the
convenience of them use the same plan and methods that used in
academic schools with adolescent students, thus avoiding apply
techniques and strategies based on andragogy or adult education.

27. COST OF THE STUDY
ITEM QUANTITY
UNIT PRICE
(COLONES)
TOTALCOST
(COLONES)
TOTAL COST
(DOLLARS)
Photocopies 25
15 375 0.67
Printings 30
150 4,500 8.09
Transportation 10
2,500 25,000 44.94
Professional hours 50 12,645 632,250 1136.00
TOTAL
15,310 662,125 1,189.70
Source: Ramírez, Silvia (2016)

28. RECOMMENDATIONS
LESSON PLANNING
Effective lesson planning requires a number of steps from initial
preparation to the final review of material. Once you have identified
your target objectives, concepts, and vocabulary, consider the following
elements of your lesson plan.
 Create interest in the subject by using pictures, real objects, maps,
or personal experiences.
 Have students work in collaborative groups and use a graphic
organizer so together they can identify main ideas, relationships
between information. It gives a purpose while reading while
interacting and using the language.

29. THE ENVIRONMENT IN WHICH CLASS DEVELOPS
Class environment is very important at the time to make students feel
comfortable and confident at classroom, to establish a positive
classroom environment by teaching and reinforcing rules and routines
is essential. Reinforcing the appropriate behavior of individuals and
groups of students, the use and application of new materials for
practice, to offer a variety of activities and strategies with a level of
difficulty appropriate to the range of student abilities in the class and
encourage collaborative peer support as an instructional strategy.

30. EVALUATION INSTRUMENTS
Everybody knows that students always are afraid to be tested; it does
not matter if it is in their mother tongue or in a second language the
fact to show that they handle the studied topic creates anxiety and
frustration. To try to apply or create low-pressure evaluation is
essential for students. It is probable that your students know the
vocabulary or the grammar structures shown in class, but lack of
confident and shame can affect their performance.

31. METHODOLOGY USED BY THE TEACHER
The methodology of teaching English has to take into account the problems
posed by the English language for the students who will learn it. The
methodology of teaching English stands in relation with several challenges or
problems:
1. What to teach? That means the amount of knowledge, skills and habits that
adult students have to obtain within the process of learning the language.
2. What are the aims of teaching? When a teacher is sure of the aim of
teaching, he/she will have the easiness of reaching the intended goal.
3. How to teach? In this case one can call to mind the principles upon which
teaching of English is based, the means, methods, fashion and tactics used
in teaching in order to achieve the required final completion and based on
andragogy or adult teaching.

32. PROPOSAL

33. GENERAL OBJECTIVE
To offer a set of strategies that the teacher could use to improve the
learning process with adult students from CINDEA of Limón
headquarters Tomás Guardia.
SPECIFIC OBJECTIVES
• To explain the main role of teachers in adult education.
• To develop strategies to teach adult students at Cindea de Limón
headquarters Tomás Guardia.

34. SCOPE
The proposal has the purpose of helping English Teachers and
students at CINDEA de Limón headquarters Tomás Guardia to improve
their learning English process as a foreign language. Adult students
should be encourage to develop their confidence and needs towards
learning English as a second language by working in a cooperative
way in the classroom with each other and a special relationship with
the teacher that will make them more participative and capable to carry
out any given instruction by the teacher. It gives them enthusiasm to
continue to study.

35. PROPOSAL DEVELOPMENT
One of the most important elements of this proposal is the application
of effective materials into the educations of teaching technique to adult
students. In this case, the intention to make available this material
contains several important aspects to be taken into account when
going to work with adult learners in high school. Every teacher should
keep in mind the interest of their students to achieve success in their
work.

36. THE MAIN ROLE OF TEACHER
The main role of the teacher is like a facilitator, who respects the
educational processes that develops between students and support
their efforts, also provide adequate resources and techniques to
facilitate their learning.
BUILD NEW ACTIVITIES TO TEACH ADULT STUDENTS
Use technology to garner motivation and student interest. Research
clearly indicates that motivation is a huge factor in a student’s ability to
learn a foreign language. Some students may come to your class
intrinsically motivated and require very little from you to build interest.
Others will require a large degree of extrinsic motivation, and you may
need to be creative to find out what excites them.

37. IMPACT OF THE PROPOSAL
SOCIAL IMPACT
This proposal the social impact will be to the community, as many people
who want to enter to the educational system will be benefited from the
implementation of the new techniques and methodologies used by the
teachers for teaching adult students.
ACADEMIC IMPACT
The proposal of this research is to make the adult students of the Cindea
achieved with the help of their teachers to acquire a more extensive
knowledge in the area of English; this learning is applied in daily life. This
teaching is based on andragogy and the needs of these students.

38. INSTITUTIONAL IMPACT
This research aims to have a positive impact on teachers and students of
the CINDEA de Limón headquarters Tomás Guardia and helps in order to
achieve a better relationship between professors and learners.

39. OTHER STUDIES DERIVED FROM THIS RESEARCH
Thanks to this research, several ideas and questions has been derived,
which is important in order to develop future research in relation to the
problems that students present when they have to speak in English. In a
future research could help further strengthen adult learners studying at
CINDEA and having difficulty learning English in their regular classes.

40. COST OF THE PROPOSAL
ITEM QUANTITY
UNIT PRICE
(COLONES)
TOTALCOST
(COLONES)
TOTAL COST
(DOLLARS)
Photocopies 25
15 375 0.67
Printings 30
150 4,500 8.09
Transportation 10
2,500 25,000 44.94
Professional hours 50 12,645 632,250 1136.00
TOTAL
15,310 662,125 1,189.70
Source: Ramírez, Silvia (2016)

41. SWOT OF PROPOSAL
STRENGTHS
 Increase of confidence.
 Student’s English language acquisition will improve.
 English lessons more dynamic
 Get better in public speaking.
WEAKNESSES
 Some of the actions required depend on the good disposition of the teachers.
 Spaces to program workshops and trainings about andragogy for current English
teachers must be included within the school calendar.
 Some economical investment must be done for structural changes in high school
and didactic material provisions.

42. OPPORTUNITIES
 Better communication management.
 Students’ development of language skills will give them new possibilities to get
a better job.
 Student’s cultural enrichment when being able to access information without
language barriers.
THREATS
 Low literacy.
 Misbehavior of some students.
 Economic difficulties.