TECHNIQUES AND ACTIVITIES
USED IN 11TH LEVEL AT COVAO:
THEIR IMPACT ON STUDENTS´ LEARNING
OF ENGLISH AS A FOREIGN LANGUAGE...
GENERAL ASPECTS
• Activities and techniques used in classes are tools that
facilitate the teaching process.
• Teachers app...
• Hospicio de Huerfanos de Cartago
• In 1874, Priest Joaquín Alvarado
• interest to build a hospice for orphans
• In 1907 ...
VARIABLES
• Activities developed in class.
• Teaching techniques when teaching.
• Performance of students and teacher in t...
OBJECTIVES
• To evaluate different activities and techniques used by
English teachers at COVAO in order to determine their...
INSTRUMENTS’
DESCRIPTION
• Instruments such as a diagnostic exam, observations,
and results in assignments, exams assessed...
• Sports, arts and crafts, antonyms, synonyms, past tense of
regular and irregular verbs and personal information .

• Two...
ANALYZING GRAPHS
Population and the test

34.80%
62.50%

Source: López Aguilar, Matilde 2011

absent students

students wh...
Test Grades

grades under 70

40%
60%

Source: López Aguilar, Matilde 2011

grades over 70
II PARTIAL TEST, I
TRIMESTER ANALYSIS
Grades obtained

26.32%

grades over 70

73.68%
grades under 70

Source: López Aguil...
Activities that better suit students´
needs

21.10%
42.10%

group work

pair work

36.80%
indiv. Tasks

Source: López Agui...
Activities applied by the teacher and their
impact on tests results

21.10%

31.60%
much
regular
not much

47.40%

Source:...
Meaningful methodologies for learners
song
5.41%

10.81%

brainstorming

18.92%

repetition
13.51%
translation

5.41%
18.9...
CONCLUSIONS
• The application of effective
group

and

individual

activities were minimal.

•

Thus, this was considered
...
• The use of activities such as game learning and

discussion was minimal
•

they did not have the opportunity to dynamica...
• Individual tasks were too much
emphasized.
• Nonetheless, some students got

frustrated because they did
not know what t...
RECOMMENDATIONS
• In order to promote effective group and individual
activities, students’ needs a variety of tasks
• Acti...
STRIKING AND SIMPLE
ACTIVITIES AND MATERIALS IN
THE LEARNING PROCESS
• Introduce new vocabulary and language
• Communicati...
• Variety is the key
• facilitators can prepare flashcards by using recycling
materials

such

as

old

magazines

or

new...
“Tell me and I'll forget; show me and I may
remember; involve me and I'll
understand.”
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TECHNIQUES AND ACTIVITIES USED IN 11TH LEVEL AT COVAO: THEIR IMPACT ON STUDENTS´ LEARNING OF ENGLISH AS A FOREIGN LANGUAGE

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TECHNIQUES AND ACTIVITIES USED IN 11TH LEVEL AT COVAO: THEIR IMPACT ON STUDENTS´ LEARNING OF ENGLISH AS A FOREIGN LANGUAGE

  1. 1. TECHNIQUES AND ACTIVITIES USED IN 11TH LEVEL AT COVAO: THEIR IMPACT ON STUDENTS´ LEARNING OF ENGLISH AS A FOREIGN LANGUAGE MATILDE LOPEZ AGUILAR LICENCIATURA EN LA ENSEÑANZA DEL INGLES JANUARY, 2012
  2. 2. GENERAL ASPECTS • Activities and techniques used in classes are tools that facilitate the teaching process. • Teachers apply different methodologies in class for teaching topics, for instance, individual as well as group work… • Facilitators are in charge of choosing the correct tasks for pupils depending on their level, abilities, interests and needs
  3. 3. • Hospicio de Huerfanos de Cartago • In 1874, Priest Joaquín Alvarado • interest to build a hospice for orphans • In 1907 the country entered the Silesians Congregation. • In 1953 COVAO
  4. 4. VARIABLES • Activities developed in class. • Teaching techniques when teaching. • Performance of students and teacher in the class during acquiring knowledge
  5. 5. OBJECTIVES • To evaluate different activities and techniques used by English teachers at COVAO in order to determine their impact on students • To describe activities and techniques used • by English teachers in 11th level by • observation • To determine the impact of those activities and techniques used by teachers on students’ learning,
  6. 6. INSTRUMENTS’ DESCRIPTION • Instruments such as a diagnostic exam, observations, and results in assignments, exams assessed by the teacher, and a final test • The diagnostic test consisted on four items: multiple choice, matching, short answers and questioning.
  7. 7. • Sports, arts and crafts, antonyms, synonyms, past tense of regular and irregular verbs and personal information . • Two surveys were applied by the researcher to students after receiving the assigned teacher’s exams. • They gathered pupils’ opinions about the methodologies used in classes and the way they hindered or enhanced learners’ performance at the tests. • The questions were closed
  8. 8. ANALYZING GRAPHS Population and the test 34.80% 62.50% Source: López Aguilar, Matilde 2011 absent students students who made the test
  9. 9. Test Grades grades under 70 40% 60% Source: López Aguilar, Matilde 2011 grades over 70
  10. 10. II PARTIAL TEST, I TRIMESTER ANALYSIS Grades obtained 26.32% grades over 70 73.68% grades under 70 Source: López Aguilar, Matilde 2011
  11. 11. Activities that better suit students´ needs 21.10% 42.10% group work pair work 36.80% indiv. Tasks Source: López Aguilar, Matilde 2011
  12. 12. Activities applied by the teacher and their impact on tests results 21.10% 31.60% much regular not much 47.40% Source: López Aguilar, Matilde 2011
  13. 13. Meaningful methodologies for learners song 5.41% 10.81% brainstorming 18.92% repetition 13.51% translation 5.41% 18.92% group activities discussion 8.11% 5.41% 3.51% checking content explanation individual activities
  14. 14. CONCLUSIONS • The application of effective group and individual activities were minimal. • Thus, this was considered as a negative input.
  15. 15. • The use of activities such as game learning and discussion was minimal • they did not have the opportunity to dynamically participate in their learning process. • Active activities such as • “just in time teaching, • group work, • peer review and problem solving” • were almost never applied during lessons.
  16. 16. • Individual tasks were too much emphasized. • Nonetheless, some students got frustrated because they did not know what to do and the teacher did not offer them her assistance. • As a result, individual needs were not satisfied.
  17. 17. RECOMMENDATIONS • In order to promote effective group and individual activities, students’ needs a variety of tasks • Activities such as game learning and discussion should be applied more for enhancing pupils’ performance in the tests and class assignments and promoting dynamic participation in their learning process.
  18. 18. STRIKING AND SIMPLE ACTIVITIES AND MATERIALS IN THE LEARNING PROCESS • Introduce new vocabulary and language • Communicating with the new language • Consolidating with more demanding • speaking activities
  19. 19. • Variety is the key • facilitators can prepare flashcards by using recycling materials such as old magazines or newspapers, brochures, photos, postcards, • And gestures or facial expressions are free, so it is a must to take a full advantage of them. • These are excellent resources to increase students s knowledge • Techniques should be intrinsically motivating. the
  20. 20. “Tell me and I'll forget; show me and I may remember; involve me and I'll understand.”

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