This document summarizes a study on improving instruction time management for teaching English at an executive services training center in Costa Rica. It finds that students do not achieve the required English level by the end of their courses. The study aims to describe how to better utilize teaching resources and instruction time. It analyzes variables like time usage, academic resources, technology skills, and approaches. It recommends using nontraditional approaches and technologies, and taking advantage of available time, to help students succeed.

1. A DESCRIPTIVE STUDY ON THE INSTRUCTION TIME MANAGEMENT FOR ENGLISH
TRAINING OF EXECUTIVE SERVICE CENTER SPECIALITY IN CTP ULADISLAO GAMES
SOLANO OF TIRRASES IN NIGHT SECTIONS, YEAR 2016
ANNEX 5
UNIVERSIDAD MAGISTER
TESIS DE SEMINARIO DE GRADUACION PARA OPTAR
AL GRADO DE LICENCIATURA EN LA ENSEÑANZA DEL INGLES
RANDY OVARES FERNANDEZ
2016

2. INTRODUCTION

3.  The educational situation of our society is changing very fast. Some schools in Costa
Rica have the freedom on whether ban or not the use of technology (cellphones)
inside of the classroom
 In the Technical High School Uladislao Games Solano (CTPUGS) in Curridabat, Tirrases
specifically in Executive Service Center Speciality, students attend classes for three
years with 2520 of instruction hours, 1154 of them are for English training teaching.
 Unfortunately at the end of the course, students do not have the level demanded for
the companies and thus, apply for those positions (National Syllabus ESCS,
octuber,2008)

4. • Teachers do not know how to use teaching resources in order
to make the most proficiently use of the instruction time and
so improve their students english skills.

5. JUSTIFICATION
The reason why this investigation is carried out, is to find out if the
instruction time is being used accordingly to MEP mandatory within
the given time for Executive Service Center Speciality in CTP
Uladislao Games Solano
Tirrases Curridabat, 2016

6. GENERAL OBJECTIVE
To describe the good usage of the didactic resources in order to
improve efficiently the instruction time in English teaching of CTP
Uladislao Games Solano of Executive Service Center Speciality in
nigh sections. Tirrases, Curridabat. 2016.

7. SPECIFIC OBJECTIVES
o To observe the syllabus guidelines and application of the methodologies and techniques
for English teaching inside of the English classroom.
o To determine the viability of the teaching resources in order to the time allocated for
this purpose be advantageous, for the students to success.
o To describe the use of the existing technology for teaching and learning process.
o To propose the implementation of nontraditional approaches, new teaching resources
and technologies for a better of instruction time in CTP Uladislao Games S Tirrases de
Curridabat.

8. INSTITUTIONAL FRAMEWORK

9. VARIABLES
o The utilization of the instruction hours that students receive.
o Academic resources to work the four skills.
o Teachers and students computer knowledge.
o Nontraditional approaches in a second language acquisition.

10. THEORETICAL FRAMEWORK

11.  ORGANIZATIONAL TECHNICAL EDUCATION
o Costa Rican Technical Education in the past two decades has undergone significant
changes, responding to the advancement of science and technology.
o Finds its legal basis and philosophy in legislation approved by the Higher Education
Council in Session No. 9295 of November 30, 1995, and regulations of UNESCO.
 BACKGROUND OF THE SPECIALITY
o By 2004 and 2005 at the request of employers, national and multinational
companies, the curriculum of the Executive Secretariat is analyzed to check the
possibility that would supply the needs of workforce and fill vacancies in services
areas.
 EXECUTIVE SERVICE CENTER JUSTIFICATION
o The aim of this specialty is to respond to a series of labor needs in the area of trade
and services, mainly in free trade zones, rural, urban areas and thus contribute to
the right conditions for efficient participation to materialize in the country.

12. TIME MANAGEMENT
The term “Instruction Hours” or “Effective Time” according to Joyce McLeod, Jan Fisher,
Ginny Hoover (2003) refers to the amount of hours a student receive in class.
For Executive Service Center Speciality there is a total of 2520 hours, 1154 for English
training along the speciality.
TEACHING RESOURCES
Teaching resources are the materials a teacher uses to deliver instruction. Each teacher
requires a range of tools to draw upon in order to assist and support student learning.
Jean Piaget (1896-1980) believed that knowledge is not the ability to memorize, but
instead knowledge is the ability to improved understanding.

13.  NATIONAL SYLABUS FOR ESCS
o relies on the Communicative Approach.
o Interactions: using language to communicate.
o Tasks: using language to perform meaningful tasks.
o Learner: putting the learner’s interests, needs in the forefront.
 INSTRUCTION HOURS THEORY
It was in the early 90's when the Swedish-born psychologist K. Anders Ericsson presented
his famous theory The 10,000-hours rule.
Language teaching is another area in which this interesting rule has successfully caught
many institutions and academic publications that defend this "10,000 rule"

14. METHODOLOGICAL FRAMEWORK

15. TYPE OF INVESTIGATION
o Due to the depth of a research project this one is qualified as a descriptive and
exploratory research project.
o Descriptive: is one in which information is meeting evidence without changing the
external conditions.
o Exploratory: it is a description as the initial research into a hypothetical or theoretical
idea .
o through elements of the communicative paradigm of constructivism (Vygotsky, 1978)
which is exploring and describing the environment of the classroom and the educational
community (teacher/pupil).

16. ANALYSIS AND INTERPRETATION OF
THE RESULTS

17. o GENERAL INFORMATION INTRODUCTION
MAIN STUDENTS REASONS ABOUT LEARNING ENGLISH FOR ESCE
Self improvement Jobs
Opportunities
Universal
language
It is essential
70%
15%
5%
10%

18. teaching
materials E
33%
time
management VG
33%
instrucions
are clear G
25%
teachers
confidence R
9%
ANALYSIS OF THE OBSERVATION
o PERFOMANCE OF THE TEACHER DURING THE ENGLISH CLASS

19. English
Dialogues Group work
Individual work
Pair work
40%
25%
15%
20%
ACADEMIC RESOURCES TO WORK THE FOUR SKILLS FOR ENGLISH TRAINNING
o IN CLASS TECHNIQUES USED BY TEACHERS FOR ENGLISH TRANNING

20. always
usually
sometimes
rarely
never
70%
10%
20%
0% 0%
o STUDENTS OPINIONS ABOUT IN CLASS FREQUENCY OF COMMUNICATIVE
TECHNIQUES USED BY TEACHERS.

21. Strongly agree
Agree
Disagree
Strongly
disagree
73%
20%
7%
0%
o TEACHERS PERCEPTION ABOUT TECHNOLOGY TO SUPPORT THE ENGLISH
CLASS

22. cellphone APPs
35%
web pages
20%
movies
20%
lyrics' music
25%
ANALYSIS OF THE QUESTIONNAIRE
o SUPPORTING TOOLS USED BY STUDENTS OUTSIDE OF THE ENGLISH CLASS
FOR STUDYING ENGLISH

23. Speaks very fast
does not use
Spanish does not use
technology gramatical elements
10% 15%
15%
60%
ANALYSIS OF THE INTERVIEW
o THE MOST DIFFICULT IN CLASS ASPECTS STUDENTS HAVE WHEN
TEACHERS PERFORM THE ENGLISH CLASS

24. o THE UTILIZATION OF THE INSTRUCTION HOURS THAT STUDENTS
RECEIVE
 Experienced teachers know that one-size-fits-all instruction, is
rarely successful.
 Students can learn better when instruction matches their needs
and learning styles.
 Students and teacher must take advantage of the available time.
CONCLUSIONS

25. o ACADEMIC RESOURCES TO WORK THE FOUR SKILLS
 CTP Uladislao Games Solano does not have an interactive
computer program to help students work on the four skills.
 However, the four language abilities, teachers consider some
techniques to achieve such a difficult task.

26. o TEACHERS AND STUDENTS COMPUTER KNOWLEDGE
 Instructional materials if properly utilized, they will give direct
contact with the realities of the learners.
 With support of instructional material, teachers are able to
try, edit, delete, alter and retry his or her activities to fit the
curriculum

27. o NONTRADITIONAL APPROACHES IN A SECOND LANGUAGE
ACQUISITION
 The human being plays the most important role in effective
language acquisition, as teaching resources
 Teachers
 Traditional Approaches
 New Approaches

28. RECOMMENDATIONS
 Students should know the purpose of the program and take
advantage of the time allocated for each English sub-area.
 The use of resources should reproduce the aspect of lifelong
learning during-school and after-school experiences .
 Teachers need only learn a few software skills to help students
use the technology.
 Alternative learning approaches, can offer opportunities for
students to increase their competence, interest, autonomy,
and understanding.

29. PROPOSAL

30. GENERAL OBJECTIVE OF THE PROPOSAL
o To increase the usage of teaching time promoting the
implementation of nontraditional approaches, new teaching
resources and technologies at CTP Uladislao Games Solano,
Tirrases de Curridabat.

31. SPECIFIC OBJECTIVES
 To define principles and requirements for the selection of
teaching resources or teaching aids for improving instruction
time.
 To formulate the impact of using nontraditional approaches,
new teaching resources and technologies at CTP Uladislao
Games Solano, Tirrases de Curridabat.

32. TEACHING RESOURCES
The term resource aids or teaching aids have been theorized
by different experts.
All the teaching resources within the reach of the teacher and
the learner are those employed to facilitate teaching and
learning.

33. USE OF NONTRADITIONAL APPROACHES
body of pedagogy centered on non-traditional approaches and
learning techniques.
 Active Learning by Ebert (1997)
 Collaborative Learning by Tanenbaum (1998),
 Cooperative Learning by Johnson (1998) and Lancaster
(2001),
 Problem-Based Learning by Edens (2000) and Major and
Palmer (2001).

34. TEACHING RESOURCES CRAFTROOM
In this stage teacher will learn the importance of using foldable as
a very helpful teaching resource.

35. TEACHING TECHNOLOGIES
In this stage teachers will learn the importance of using technology
in the English class, as time saver tools.
 Power Point
 Quizzis.com
 Englishpage.com
 Duoligo

36. THE ROLE OF THE TRAINER
The tasks need to be completed and the instructor is responsible
to do it so, the instructor needs to have knowledge.
This way the success will make this proposal more advantageous
for the teachers involved into its implementation.
THE ROLE OF THE TEACHER
Teachers will be in this case a student, during the implementation
of this proposal teachers have the responsibility to complete all
the activities and exercises.

37. CHART N° 1 COST OF THE TRAINING SECTIONS
MATERIALS QUANTITY COST COLONES COST DOLLARS
professional hours 16 128000 250
travel allowance 6 5000 10
markers 6 10500 20
construction paper 30 7500 15
color pencil 20 2500 5
scissors 3 9000 18
glue 3 4500 9
total 167000 327
Source: Randy Ovares, (2016)
COST OF THE STUDY

38. OTHER STUDIES DERIVED FROM THE PROPOSAL
• ESL new teachers resource guide by Trish Kerns Marilyn
Knight-Mendelson (2006)
• Classroom resources and impact on learning Margaret
Angela Kurdziolek (2011)
• Using Learning Resources in Educational Development
Centre imperial College London Dr Frank Harrison
(2008)
• Natural Curiosity a source for teaching by Erick Jackman
(2010)
• The Importance of Teaching by the Secretary of State for
Education by Command of Her Majesty London (2010)

39. Conclusions
English communication is an important part for whatever speciality
students choose studying, because of that , instruction time must be
used proficiently.
Not only English acquisition is in the classroom, therefore students
need to nourish their minds outside, so with help of the teachers
they can learn some tips about how to do that.
Most importantly teacher can save time inside of the classroom only
if students warm up their minds.