This document presents a thesis proposal for a study on the use of ludic (play-based) activities to develop listening and speaking abilities in 1st grade students at a school in Limón, Costa Rica. The proposal includes justification of ludic activities, objectives, variables, institutional context, theoretical framework on play, benefits of ludic activities, and methodology involving analysis of student questionnaires and teacher influence. It then proposes effective didactic materials for ludic activities aimed at improving student interest and performance, including training programs, activity design, selection of materials, classroom preparation, parent involvement, costs, strengths/weaknesses/opportunities/threats analysis, and impacts.

1. UNIVERSIDAD MAGISTER
FACULTAD DE EDUCACIÓN
CARRERA DE LA LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS
TESIS PARA OPTAR AL GRADO DE LICENCIATURA EN LA
ENSEÑANZA DEL INGLÉS
STUDY OF LUDIC ACTIVITIES IN THE DEVELOPMENT OF
LISTENING AND SPEAKING ABILITIES ON 1ST GRADERS AT
ESCUELA SANTA LUCÍA, LA ESPERANZA, POCOCÍ, LIMÓN 2017
TATIANA CORDERO BALTODANO
SETIEMBRE, 2017

2. JUSTIFICATION
Ludic activities focus on enhancing students interest,
mastery of the language, keeping interaction, attention
and trying without being judged. They will help to
improve their skills in the learning process, because
students at 1st grade are not force to read and write,
they are only focus on speaking and listening. Ludic
activities become an excellent tool to improve their
listen and oral production in effective way.

3. How do ludic activities influence the development of
listening and speaking abilities on 1st graders at
Escuela Santa Lucía, La Esperanza, Pococí, Limón,
2017?
PROBLEM STATEMENT

4. GENERAL OBJECTIVE
To analyze the influence of ludic activities in the
development of listening and speaking abilities with the
purpose of enhancing 1st graders performance at
Escuela Santa Lucía, in La Esperanza, Pococí, Limón,
2017.
SPECIFIC OBJECTIVES
1.To describe the importance of ludic activities in
English classes for making learning process effective.
2.To determine the academic factors that involves ludic
activities for the development of 1st graders
performance.
3.To describe the emotional effects of 1st graders
toward ludic activities for improving students abilities.

5. 4. To describe the academic effect of 1st graders
toward ludic activities for improving students
abilities.
5. To determine teachers influence toward ludic
activities for enhancing 1st graders interest.
6. To propose effective didactic materials for ludic
activities that encourage 1st graders interest and
performance.

6. • Importance of ludic activities in English classes.
• Academic factors that involve ludic activities.
• 1st graders performance.
• Emotional effects of 1st graders toward ludic activities.
• Academic effects of 1st graders toward ludic activities.
• Teachers influence toward ludic activities.
VARIABLES

7. INSTITUTIONAL INFORMATION
•GEOGRAPHICAL LOCATION: This rural educational
establishment is located in the Cariari district, Canton of
Pococí, at a distance of approximately 38 km from the
Canton of Pococí.
•CHARACTERISTICS: The institution Santa Lucía
founded on 1975 counts with the population of
approximately 103 students. All children receive classes
from Interactive (Materno infantil) Transition (Kinder) and
from 1st a 6th grade in primary. Counts with 3 classrooms
of I and II cycle, 2 preschool classrooms, Dining room,
Room for the teacher, Gym.
•STAFF: The institution counts with 7 teachers and 3
people that are responsible for the tasks of the institution.

8. MISSION: To implement the Educational Policy in the
institutional scope, attending to needs and interests of
all involved in the different levels and modalities of the
Educational System of the Región Educativa de
Guápiles.
VISION: Constitute in an institution that develops a
process of integral education, which stimulate the
technical and curricular part of quality, to elevate the
academic performance, involving all the participants
with the same opportunities.

9. THEORETICAL FRAMEWORK
• PLAY: Over the past few decades, researchers in the fields
of education and child psychology have amassed significant
evidence for the necessity of play in children’s lives.
However, as children play, they also develop critical
cognitive, emotional, social, and physical skills. Play even
contributes to proper brain development
• LUDIC ACTIVITIES: Ludic activities refers to the need of
human beings, to communicate, to feel, express and
produce various emotions oriented entertainment,
amusement, recreation that guide to enjoy. Promotes the
psychosocial development, the formation of personality,
values evidence, can be oriented to the acquisition of
knowledge, enclosing a wide range of activities where
interact the creativity and knowledge.

10. • ENVIRONMENT: The affective dimension refers to the
assimilation of knowledge in the teaching and learning
process. It is essential to have an emotional and warm
climate where the student is released from tensions
generated by different situations inside of the classroom.
• BENEFITS OF LUDIC ACTIVITIES: According Daniel
(2016), find out that ludic activities have some benefits in
students like; develops creativity, reduces stress and
anxiety, it is part of human being to play it is considered
instinctive and fundamental during life.
• IMPACT OF LUDIC ACTIVITIES: It also helps them develop
communication in this way it is promoted the learning. When
students begin to learn English without getting bored
because the acquisition of new knowledge are fun with
these activities due to their application as complement to
English class due to are fun and motivating to arouse the
interest and curiosity of students of all ages for English.

11. ANALYSIS OF THE QUESTIONAIRES
APPLIED TO STUDENTS
25%
62%
13%
ALWAYS SOMETIMES NEVER
THE TEACHER DECORATES THE CLASSROOM ACCORDING
TO THE ACTIVITY
As it is observed in the Graph 3, 62% of the students
agreed that sometimes the teacher uses didactic material
in order to decorate the classroom according to the activity
planned.

12. THE ATTITUDE SHOWN BY THE TEACHER IS
OPTIMISTIC
As it is seen in the Graph 5, 62,5% of the surveyed
students believe that the teacher has a positive attitude in
the classroom.
62.5
37.5
ALWAYS SOMETIMES

13. OPINION OF THE STUDENTS RELATED TO
PREFERENCES OF ACTIVITIES AT ENGLISH
CLASSES
As it is observed in the Graph 6, 50% of students enjoy
more to be in contact with their classmates, interact with
authentic material as the teacher has been doing it.
25% 25%
50%
LISTENING ACTIVITIES SPEAKING ACTIVITIES DINAMIC ACTIVITIES

14. 25%
50%
25%
Alone In pairs Groups of 3 or more
OPINION OF THE STUDENTS ABOUT THE
PREFERENCES OF CLASS WORK
As it is seen in the Graph 8, only 25% of students prefer to
work alone in the activities, it shows the good relationship
between the peers and enjoyment of group work while doing
activities.

15. 37,5%
25%
37,5%
Drawings Radio Others
OPINION OF THE STUDENTS RELATED TO THE
TOOLS TEACHER USES AT ENGLISH CLASSES.
It is observed in the Graph 10, 37% of the results show
that the teacher uses drawings and the same percentage
in others tools.

16. CONCLUSIONS
It was verified that students remember better about the
activities performed and its content when they are involved
IMPORTANCE OF LUDIC ACTIVITIES IN ENGLISH CLASSES
ACADEMIC FACTORS THAT INVOLVE LUDIC ACTIVITIES
The School counts with new infrastructure and offer several
resources in order to use them when the teacher need it.
EMOTIONAL EFFECTS OF 1ST GRADERS TOWARD LUDIC
ACTIVITIES
Students feelings and interaction in the classroom be can
illustrated in what they learnt throughout the process and
enjoyment of being there.

17. ACADEMIC EFFECTS OF 1ST GRADERS TOWARD LUDIC
ACTIVITIES
It is seen that the effects that the activities make in children
are more positive than negative, because there are certain
factors that help the teaching process turn into effective
FIRST GRADERS PERFORMANCE
The development of the students are relatively good, even
though they do not have an extensive knowledge of the
language.
TEACHERS INFLUENCE TOWARD LUDIC ACTIVITIES
The use of didactic materials is present in the classroom
and in most the practices given to students.

18. COST OF THE STUDY
ITEM QUANTITY UNIT COST
(COLONES)
TOTAL COST
(COLONES)
TOTAL COST
(DOLLARS)
Food 3 1500 4500 7.95
Papers and printing 130 10 1300 2.29
University fees 10 70 000 1 250 000 2208.48
Transport 6 500 3000 5.30
Total 1 258 800 2224.02
Source: Cordero, Tatiana (2017)
Note: exchange rate established at ₡ 566 per dollar by BCR on July 22th, 2017

19. RECOMMENDATIONS
Analyze with caution the activities that are wished to realize and
the different options that exist nowadays to carry out a good work
Engage young learners into curricular activities in order to get
more involved in the language and gain confidence and
experience.
The arrangement of chairs and tables would be an important fact
in order to have control with the students and the class.
Offer different options when there is an activity as different
audios, stories, or any dynamic activity, it means a variety of
options so they choose the one that they like and feel comfortable
taking into account their opinions.

20. GENERAL RECOMMENDATIONS
•As a suggestion could be for to the Ministry of Education the
development of an English workshop in different communities,
in order to help mothers or caregivers not only to learn the
language but also to help their kids in English tasks or
presentations, because as it is seen in many cases parents
cannot help their children because they do not understand it,
so in this way they will be part of the learning process.
•As a suggestion to the institution the awareness of the ludic
activities in the different subjects to avoid lectures that do not
help to students in the development and strengthening in
different areas.
•As a proposal to future teachers to investigate different
techniques, methods and materials that can complement and
support, nowadays there are many networks that support
teachers.

21. PROPOSAL OF DIDACTIC MATERIALS FOR
LUDIC ACTIVITIES THAT ENCOURAGES 1ST
GRADERS INTEREST AND PERFORMANCE

22. GENERAL OBJECTIVE
To propose effective didactic materials for ludic
activities that encourages 1st graders interest and
performance.
• To design training program for the teacher to use at
English Classes in order to enhance students skills
at the classroom and home.
• To set activities according to the age and knowledge
of the students.
SPECIFIC OBJECTIVES

23. PROPOSAL DEVELOPMENT
PHASE 1:METTING WITH THE TEACHER
In this phase, will be a meeting with the teacher to
suggest different effective ludic activities, which are
taken from different sources, like; internet,
websites, some teachers activities, and everything
that could be consider essential for the
improvement of 1st graders skills.

24. PHASE 2: SELECTION OF DIDACTIC MATERIAL
In this phase of the thesis will be some tips to take into account
at English classes and especially when performing ludic
activities.
• PHYSICAL EXERCISES: Physical exercises are essential for
students to develop their muscles and exercise all parts of their
bodies. It also acts as an outlet for excess of energy that
accumulates, which makes children tense, nervous and
irritable.
• SONGS: It is recommended to use funny songs that entertain
children and have an impact on more senses. Singing is an
opportunity to actively use the language. During singing is
recommended demonstrating the content of songs together
with the help of all possible means of non-verbal
communication

25. • FLASHCARDS: Flashcards are among the materials teachers
most often. The suggestion is to give them the option to use it for
different purposes in the classroom. They help to visualize new
vocabulary, and can be an excellent source of activities, and
games.
• COOPERATIVE GAMES: Playing properly with others requires
that children learn to communicate between them learning to
understand what others are trying to communicate. In the same
way, it is an outlet for the accumulated emotional energy. The
game provides children with an outlet, to release the tensions
that the environment exerts on their behavior. Cooperative
games contribute the expansion for needs and desires: which
cannot be satisfactorily fulfilled in other ways. It is a source of
learning since the game offers opportunities to learn many
things; it is a stimulus for creativity, because by experimenting
with games, they discover that by creating something new and
different can be satisfactory.

26. PHASE 3: TIPS WHILE USING LUDIC ACTIVITIES
In this phase of the thesis will be some tips to take into
account at English classes and especially when performing
ludic activities.
• Through the game, the role of the educator will be to provide
them with new opportunities and new materials that will
enrich the purpose of games.
• It is frequent that during the moments of play arise among
children conflicts, usually because they want to play with the
same material. Therefore, the teacher should seek to solve
them by teaching children to reach agreements, negotiate
and share.
• It is appropriate to talk about allowing children to repeat their
games as often as they wish, it makes them feel safe and
more skillful, to know how they have to respond or what they
expect of the other.

27. PHASE 4: PREPARATION OF THE CLASSROOM
When using ludic activities in the classroom is important the
environment in which students are exposure to, it will be
some recommendations to work in a safe and functional
environment every time in the classroom.
Preparing the right environment for the children to play, it is
vital to create spaces and time to play is one of the most
important tasks of the educator. In order for them to
concentrate on the game, they need to be sure that they will
not be overwhelmed by others, who are playing games that
require more mobility. The teacher should prepare the
space so that sedentary games, which require more
concentration, can be performed without being interrupted
by those who are playing in a turbulent way, in case of two
different activities were performed at the same time.

28. PHASE 5: PARTICIPATION IN FORUMS
Another important idea is participation of the teacher in
forums, when they are in contact with others teachers
can share ideas, techniques, strategies all the stuff,
because educational tools is changing day by day, it
would be important to take in to consideration different
ways to teach at English Classes.

29. PHASE 6: PARENT INVOLVEMENT
Taking in to account the lack of parents awareness of
English Language in this phase of the proposal, the
possibility that the teacher using all the information obtained
from the proposal, carry out a meeting with parents to give
them some strategies and materials that parents can use
and create at home, subsequently, to help their kids to
succeed and incorporate the language as a way of use it for
social or personal issues. So, is important to sensitize
parents in the family context. Starting by playing with their
sons and daughters and allows the family to establish a
privileged means of communication. Likewise, it can guide
them on the acquisition of toys for children, in order to avoid
falling into the conflicting uses to the interests of children.

30. COST OF THE PROPOSAL
ITEMS QUANTITY UNIT COST
(COLONES)
TOTAL COST
(COLONES)
TOTAL COST
(DOLLARS)
Professional hours 16 18 136 290 176 510.87
Photocopies 600 10 6000 10.56
Materials 10 2000 20 000 35.21
Coffee break 15 1500 22 500 39.61
Total 338 676 596.25
Source: Cordero Baltodano Tatiana (2017)
Note: Exchange rate established at ₡ 568 per dollar by BCCR on August 25th, 2017.
Professional hours established at ₡ 18,136 by COLYPRO on October 1st, 2017.

31. STRENGTHS
• The good interaction and the desire to carry out
activities that are very supportive not only at the
academic level but also at the social level.
WEAKNESSES
• The non-persistence in the proposal because of the
total involvement of parents in the project, for different
reasons, either for work, lack of time or even interest.
OPPORTUNITIES
• To reach better results, applying the previous knowledge
will achieve greater mastery over different subjects,
obtaining excellent results, as academically and personal
issues in a short and long -term.
THREATS
• The school and community are currently being affected
by the amount of crime and drug addiction that is being
seen on the streets.
SWOT ANALYSIS

32. IMPACTS OF THE PROPOSAL
• Students will have the facility to take into
account more options that are very useful.
INSTITUTIONAL
IMPACT
• it will instruct parents to assist their children
from the comfort of home with plenty of
resources that can be obtained either at School
or made by them, giving this process a great
step.
COMMUNITY
IMPACT
• The idea is to be able to consolidate
transcendental, lasting and meaningful learning,
with the help of parents and didactic materials
will be a better use of resources.
STUDENTS
IMPACT

33. OTHER STUDIES DERIVED
This research work for future students could be
excellent if they pretend to investigate deeper about
ludic activities and its effects at English Classes.
•To use ludic activities in children with learning
disabilities and investigate if it also works in the same
way that the others.
•To use ludic activities to enhance different areas such
as reading and writing in students from advanced
levels and similar studies can be derived from this
research work.
•To investigate about Neuro-education and how this
working with ludic activities would be an impact in the
performance of students.