Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.

1. GOOD MORNING!

2. UNIVERSIDAD MAGÍSTER
FACULTAD DE EDUCACIÓN
CARRERA DE LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS
TESIS PARA OPTAR AL GRADO DE LICENCIATURA EN ENSEÑANZA DEL INGLÉS
“A DESCRIPTIVE STUDY ON FACTORS
INTERFERING IN THE EFL LEARNING
PROCESS OF PAMA GROUP AT
UNIVERSITY MAGISTER, 2017”
DAYANA SIMPSON WEST
SEPTEMBER, 2017

3. PREFACE
The current population of elders do not
want to be inactive, they would like to do
other activities after retirement, and
learning another language is a great idea
to explore new horizons.

4. There are no much senior courses where
older learners can feel comfortable to
participate with their pairs.
Many teachers do not know how to teach a
new language to elders.
BACKGROUND OF THE PROBLEM

5. What factors interfere in the EFL learning
process of Programa Adulto Mayor (PAMA) at
Universidad Magister in 2017?
PROBLEM STATEMENT

6. GENERAL OBJECTIVE
To analyze the factors interfering in the EFL
learning process of Programa Adulto Mayor
en Acción (PAMA) at Universidad Magister
with the purpose of helping them overcome
their obstacles in learning a foreign language

7. SPECIFIC OBJECTIVES
1. To study the background of PAMA
users for helping in their learning
process.
2. To identify the role of the University in
the learning process of elderlies for
assisting them in PAMA.

8. 3. To gather information about learning
English as foreign language on elderlies
that evidence proper methods and
activities.
4.To analyze the factors that affect the
learning process of elderlies with the
purpose of developing teaching
strategies.
5. To develop a Proposal for teaching
EFL for elderlies based on their needs.

9. VARIABLES
● Background of PAMA users
● Role of the university in the learning
process
● English as Foreign Language on elderlies
● Effects of different factors on learning
process of elderlies

10. INSTITUTIONAL FRAMEWORK
Three pillars support the work of the university
are:
Environment Responsability
Social Responsability
Humanized Technology
The Magister University is a private entity whose
purpose is the promotion, dissemination and
preservation of culture.

11. METHODOLOGICAL FRAMEWORK
TYPE OF RESEARCH:
Mixed Approach
Mixed approach is mixing both quantitative
and qualitative research and data.

12. SOURCES OF INFORMATION
PRIMARY SOURCES
Answers of the Academic Director and PAMA users
SECUNDARY SOURCES
Books
Internet
Digital investigations
Thesis

13. SUBJECTS AND SAMPLE
SUBJECTS
The population of this investigation is of fifty people.
There forty eight elderlies, the Academic Director and
a collaborator.
SAMPLE
From this research it will be a simple of six elderlies
from PAMA group and the Academic Director.

14. INSTRUMENTS TO COLLECT DATA
1. INTERVIEW
It was applied to the Academic Director.
2. QUESTIONNAIRE
It was applied to PAMA users.

15. ANALYSIS AND INTERPRETATION
OF THE RESULTS

16. According to information from Graph No. 2, 83% of students are older than
50 years old but younger than 65 years old.
GRAPH N° 2: AGE RANGE
83%
17%
0%
Less than 65 years old more than 65 years old

17. GRAPH N° 4: PREVIOUS ENGLISH COURSE OF THE STUDENTS
50%50%
yes No
According to the Graph No. 4, 50% of the members of PAMA have never
received English before this program.

18. GRAPH N° 7: FAMILY SUPPORT
50%
33%
17%
sometimes never always
According to the Graph No. 7, 50% of elderlies said their family
sometimes support them in their learning process.

19. GRAPH N° 8: PARTICIPATE IN OTHER ELDERLY PROGRAMS
17%
83%
yes no
According to the information from Graph No. 8, 83% of students do not
participate in another elderly program.

20. GRAPH N° 9: SUPPORT RECEIVED BY ELDERLIES FROM
THE UNIVERSITY
100%
0%0%
always sometimes never
According to the Graph No. 9, the 100% of the students feel that the
university support in their learning process.

21. GRAPH N° 11: EXTRA BENEFIT OF STUDYING AT
UNIVERSIDAD MAGISTER
100%
0%0%
always sometimes never
According to the Graph No. 11, 100% of students feel extra benefits at
studying at Universidad Magister.

22. GRAPH N° 12: ELDERLIES UNDERSTAND WHEN TEACHER
EXPLAINS
83%
17%
0%
sometimes always never
The information from Graph No. 12, 83% of students understand when
the teacher explains in English.

23. GRAPH N° 13: ENGLISH SKILL PREFARE BY ELDERLIES
100%
0%0%
conversation writing reading
According to the Graph No. 13, the 100% of students like conversational
classes. They enjoy practicing conversation.

24. CONCLUSIONS
Students have some limitations such as:
- physical tiredness
- health problems.
They are motivated to learn English. Most of
students have taken an English course before.

25. CONCLUSIONS
The university provides social service and talks
with private professionals to help elderlies in
different sectors of their lives.
The University helps students achieve different
dreams.

26. CONCLUSIONS
The performance of students is a beginner level. As
this investigation is not focus in grammar or
pronunciation students are achieving their goals.

27. CONCLUSIONS
Some factors that affect in their learning process
are:
• Mobility
• Hearing loss
• Vision loss
• Health complications

28. RECOMMENDATIONS
The teacher and the collaborators need to
know the backgrounds of students to identify
the students that do not have extra help to
study English.
To identify the learning styles of students and
the skill the want to focus.
To integrate active aging.

29. RECOMMENDATIONS
To continue the courses with elderly community
To promote the courses using social platforms.
To give constantly maintenance to the
installation.
To train the staff to work with older learners.

30. RECOMMENDATIONS
To continue researching more information
about elderlies and to test theories
To implement didactic strategies for the
learning of a foreign language
To develop meaningful learning which help the
interaction in activities with their pairs

31. RECOMMENDATIONS
To foment the affective relationships
To address the needs of older people that affect
the learning process understanding the aging
process.
To work personal and social aspects to help
elderlies face this new stage.

32. PROPOSAL OF A WORKSHOP
FOR TEACHING EFL TO
ELDERLIES BASED ON THEIR
NEEDS

33. GENERAL OBJECTIVE OF THE PROPOSAL
To develop a proposal for teaching EFL to
elderlies based on their needs

34. SPECIFIC OBJECTIVES OF THE PROPOSAL
1. To increase the fluency of PAMA participants
by carrying out daily activities in the
language
2. To provide immersion opportunities for
language learning by carrying out a classes
for elders
3. To develop strategies to improve the life of
older learners who belong to PAMA group to
have an active aging learning EFL

35. 4. To innovate techniques to improve the
learner-educator relationship in class
5. To create a booklet for elderly students can
reinforce the vocabulary

36. PROPOSAL DEVELOPMENT
This proposal is a plan to facilitate oral English in
elders. It is a tool for teachers to implement when
they are working with elders. They can use this
plan when they want to conduct their classes in a
different path.

37. Program duration: The proposal is design in
12 mini workshops.
Location: Universidad Magister located in San
Pedro
Workshop goals: Learn new words and
phrases
Staff: The teacher, the Academic Director, the
University staff or volunteers.

38. Students: The members of PAMA or elders who are
committed and have a strong desire to learn to speak
English.
Activities: Simple activities and conversations that
can useful for every day life
Supplies and Equipment: Supplies and equipement
according to the need of each group and activities.
The common supplies for this proposal are: speakers
– flashcards – booklets – etc

39. Classroom Atmosphere: The classroom
needs an atmosphere of acceptance.
English Assesment: An assesment can be
given to students before the workshops begins.

40. Workshops

41. SESSION 1
General objective
Develop skills for understanding English language.
Specific goal
Talk about their personal information
Answer and make questions

42. MATERIALS
- Board, board markers
- ID cards made of different color papers
- Video beam
- Computer
- Camera (optional)
PRODUCTION
In this section, they are established
individual activities and group work to
develop each workshop

43. TIME PROCEDURE
10 minutes Give welcome to students and explain the objective and the
goal so students work in relationship with the before and
after
5 minutes Students are going to present themselves
10 minutes The teacher will display his/ her picture. The teacher will
give personal information about himself / herself.
15 minutes The teacher will give the color paper (The ID cards) to
participants to complete with their personal information.
20 minutes The teacher will copy on the board his or her information.
The teacher will ask students information about him or her.

44. 10 minutes Students will work in their booklets.
10 minutes Break
30 minutes
Students will be divided in pairs and make questions to
each other.
10 minutes
Clarification of doubts and closure
Homework: Students can bring a picture of their family.

47. SESSION 2
GENERAL OBJECTIVE
Develop skills for understanding English language.
SPECIFIC GOAL
Identify family vocabulary and describe them.

48. MATERIALS
board - board markers - video beam
computer - family member photos –
quizlet app– booklets – pens –
camera (optional)

49. TIME PROCEDURE MATERIALS
5 minutes
Give welcome to students
Explain the objective and the goal so students
work in relationship of the before and after
10 minutes
The teacher is going to review the contents
seen the previous lesson
10 minutes
The teacher will present some family member
flashcards using the quizlet app.
Video Beam
Speakers
Computer

51. 15 minutes
The teacher will show the students
some flashcards about adjectives.
Quizlet App
20 minutes
The teacher will write on the board some
sentences using the vocabulary words and
some adjectives. Example:
- My family is big.
- My son is tall.
Board
Markers
Eraser

52. 10 minutes
Then students will answer questions in their
booklets.
Booklets
10 minutes
Break
30 minutes
Students will be divided in pairs. Students will
ask each other about their family members.
Students can use flashcards to help them
answer questions.
Students will make poster using the pictures
they brought.
Photos
10 minutes
Clarification of doubts and closure

54. IMPACTS OF THE PROPOSAL
Social: To avoid the effects of the fear barrier at the time
to speak English.
Academic: To minimized the effects and problems that
fear, insecurities, or lack of confident provoke in elderlies
and frustation that educators feel at the time.
Institutional: To count with an English program based on
everyday English for mature students who wish to study
exclusively with other students of a similar age.

55. SWOT ANALYSIS
STRENGTHS
1. Master a new language.
2. Increase of confidence.
3. Get better in public speaking.
WEAKNESSES
1. Economical incomes
2. Physical health status

56. OPPORTUNITIES
1. Boosts brain power.
2. Better communication with English or bilingual
speakers
THREATS
1. Health conditions.
2. Family support.
3. Distance.
4. Weather conditions.

57. OTHER STUDIES DERIVED
FROM THIS RESEARCH
1. To establish a profile of English teachers to teach
to elderlies at Universidad Magister.
2. To implement intermediate clases in order so
students can keep learning English.
3. To create an English school for seniors at
Universidad Magister.
4. To make a link between Quizlet app and Dimagold.

58. THANK YOU!