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1. UNIVERSIDAD MAGISTER
FACULTAD DE EDUCACIÓN
CARRERA DE LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS
TESIS DE GRADUACION PARAOPTAR AL GRADO DE LICENCIATURA EN LA
ENSEÑANZA DEL INGLÉS
A DESCRIPTIVE STUDY ON LEARNINGACTIVITIESTO IMPROVE READING
SKILLS IN ENGLISH CLASS ATTHE PROGRAMA DE EDUCACIÓNABIERTA IN
HIGUITO DE DESAMPARDOS, 2018
LIZBETH MARÍATIJERINO DURAN
MAYO 2018

2. JUSTIFICATION
The present project seeks to provide detailed frameworks for teachers to use when
working on English classes with a range of different learners in a range of different
types of situations.
Attention is focused on two main issues of current concern: the need to integrate
work on English as a language into other kinds of daily life activities, as well as or
instead of teaching, to be more dynamic, to apply other approaches, the need to aid
those who need to improve other skills such as reading.

3. PROBLEM STATEMENT
How does reading skill improve through vocabulary learning activities for
Bachillerato por Madurez English class at Programa de Educacion Abierta in
Higuito de Desampardos, 2017?

4. GENERAL OBJECTIVE
To analyze vocabulary learning activities used by teachers at Bachillerato por
Madurez English Students developing a proposal which improves English
reading skills, 2018

5. SPECIFIC OBJECTIVES
• To identify teaching methods to keep the students engaged to the class.
• To recognize classroom management techniques that help achieving the student
compromise with the learning process.
• To define the general characteristics of the student that can be related with
English reading skill.
• To select vocabulary learning activities for improving student reading skills.
• To develop a Proposal which improve English reading skills.

6. VARIABLES
• Teaching method implemented to manage the class.
• Compromise of the students within learning process.
• General characteristics of the Bachillerato por madurez students.
• Vocabulary learning activities developed in class.
• Reading Skills of the student.

7. THE INSTITUTION: PEA-HIGUITO DE
DESAMPARADOS
• The project is based in CEAP Higuito de Desamparados, a regular public school that
provides the infrastructure for the night school.
• Population of around 250 students of ages between 14 to 74 years old.
• Two groups of around 20-30 students of Bachillerato por Madurez
• The institution staff: 6 teachers, 2 English teachers, 4 administrative employees

8. THEORETICAL FRAMEWORK
TEACHING ENGLISH IN COSTA RICA
There are some other challenges that students and teachers should face when talking
about second language acquisition in Costa Rica, as for example, the fact that the
educational system is not designed to follow a strategy for English teaching, in fact
there is an economical limitation when talking about resources and founds to buy
equipment and materials for English classes.

9. THEORETICAL FRAMEWORK
TEACHING METHODOLOGY
The main idea of implementing any teaching methodology is to improve the foreign language
ability of the students, this depending on the need that the student has for learning the
language, as mentioned by Geoffrey Broughton et al, “the recognition that many students of
English need the language for specific instrumental purposes has led to the teaching of ESP –
English for Special or Specific purposes.” (P.9),With this idea is understood that the teaching
process relays on the basic need that the student has for learning about a specific field.

10. THEORETICAL FRAMEWORK
IMPROVING READING SKILLS
As mentioned above, “reading” in a foreign language seems to have more to do with
deciphering than with reading in one’s mother tongue (Tyler 23).The student tries to
understand every single word and its grammatical form, because he believes it is
essential for understanding the text and in most of the cases what the student should
focus on is to understand the main idea of the text, not every single word.

11. METHODOLOGY
• TYPE OF INVESTIGATION:
“The mixed approach stands by a combination of Qualitative and quantitative
methodologies used within the same research” byTashakkori andTeddlie

12. METHODOLOGY
• PRIMARY SOURCES:
The primary investigation sources for this study are the English teacher and
the students that participated in the research filling questionaries’ or
participating in interviews.

13. METHODOLOGY
• SECONDARY SOURCES:
For secondary sources of information to complete this research it was possible
to collect information from different books, magazines and websites.

14. ANALISYS OFTHE OBSERVATION
• Then, the teacher began the class; he just explained the exercises of the
class book and told the students to begin with the class activities.
• There was not a pre-established classroom agenda on which the students
were explained the activities to follow and the methodology to follow by the
instructor.

15. ANALISYS OFTHE OBSERVATION
• For the observer it is easy to perceive that the students are not engaged
with the class, they are not actively participating of the class, and since the
teacher is providing instructions in English it is possible that they have a
limited understanding of the language and for that reason they do not feel
committed to participate.

16. ANALISYS OFTHE OBSERVATION
• For the observer is clear that students do not understand the writing
instructions provided by the teacher; some of them are bored or tired.

17. ANALISYS OFTHE OBSERVATION
• When students were provided the activity, which is reading about the topic,
they were not introduced to the vocabulary of the topic nor any vocabulary
learning activity was implemented during this class

18. ANALISYS OFTHE OBSERVATION
• It was evident for the observer that some students had issues with the
activity since they were not able to complete the reading exercises and they
asked for dictionaries to be able to work on their reading activity.

19. ANALYSIS OFTHE INTERVIEW
• The professor stated that he does not have any specific teaching method to
implement during regular classes

20. ANALYSIS OFTHE INTERVIEW
• The main engagement for these students is to pass their Bachillerato por
Madurez assessment and normally the students do not have discipline
issues.

21. ANALYSIS OFTHE INTERVIEW
• The professor shared that, for him besides tiredness the age is another factor that
interferes with the learning process on this type of projects since, at this institution
there are students from 14 years old to 58 years old, all together in the same
classroom, which makes it difficult for the teachers to keep with the class while
some students need more time to finalize the exercises.

22. ANALYSIS OFTHE INTERVIEW
• The teacher states that it is important to cover the topics for the exam, and
that students can study vocabulary by themselves

23. ANALYSIS OFTHE INTERVIEW
• The professor shared that in his opinion there are different levels mixed, he
says that while there are some students who perform very good at reading,
others have a clear struggle recognizing words and are not even able to
understand the instructions of the exercises provided

24. ANALYSIS OFTHE QUESTIONNAIRE
GRAPH 2: OPINION OF STUDENTS REGARDING METODOLOGY IMPLEMENTED IN CLASS
25
12.5
50
12.5
0
10
20
30
40
50
60
Buena Regular Mala No responde

25. ANALYSIS OFTHE QUESTIONNAIRE
GRAPH N.3: OPINION ABOUT THE ACTIONS OF THE TEACHER TO IMPROVE THE COMPROMISE OF THE STUDENTS
31%
13%
31%
25%
More Grammar classes Asign homework
Activities using music Dynimics that involve movement
Source: Chart 3

26. ANALYSIS OFTHE QUESTIONNAIRE
GRAPH N.8: FACTORS THAT INTERFERE WITH THE LEARNING PROCESS OF THE STUDENTS
37.5
25 25
12.5
Tiredness due to work Age of the student Lack of time to study Lack of economic
resources
Source: Chart 8

27. ANALYSIS OFTHE QUESTIONNAIRE
GRAPH N.11: PREFERENCE OF STUDENTS FOR VOCABULARY LEARNING ACTIVITIES.
Making
sentences
12%
To elaborate
pictionaries
25%
Music andVideos
50%
Readings
13%
Source: Chart 11

28. ANALYSIS OFTHE QUESTIONNAIRE
GRAPH N.13: FACTORS THAT COULD HELP STUDENTS TO IMPROVE THEIR READING SKILLS.
43.75
25
18.75
12.5
Better understanding of
vocabulary
Detailed grammar
expanation
More readings in class Homework
Source: Chart 13

29. CONCLUSIONS
• When analyzing all the data provided by the collection instruments it is
possible to determine that the teacher has selected a teaching method that
helps him but does not involve the students and takes into consideration
their needs.

30. CONCLUSIONS
• While some students are clearly engaged with their learning process, some
others do not seem to be motivated and involved with their learning
process.
• When working with bachillerato por madurez students, it is necessary to
take into consideration some factors that affect this population, such as age
of the students, the fact that most them are tired and come to class after
work

31. CONCLUSIONS
• Regarding activities developed in class, for students to improve reading
skills, it is necessary to work on vocabulary learning activities.

32. CONCLUSIONS
• Most of the students indicated that they have issues when trying to read, it
is clearly understood that for the teacher, their lack of reading skills
represents an issue since for him, it is difficult to have students participating
in class and working in activities if they do not understand the instructions
provided.

33. GENERAL CONCLUSION OFTHE STUDY
• It is very important that the teacher can work as a learning facilitator, providing
them with the class, materials and exercises that can help them to achieve the
academical results that they expect.
• The teacher can also stress his emphasis on explaining activities and provide
examples, in that way they will have better understanding of activities performed.
• Students should provide their opinion about what the teacher is doing to help them
and the teacher should ask regularly if they need more assistance with the learning
process.

34. COST OFTHE STUDY

35. RECOMMENDATIONS
• It is important to provide students with clear outcomes and an agenda
when starting the class.
• It is recommended to the teacher to create some classroom rules with
the students and involve them in the creation of it, in that way they
will feel compromised with their classmates
• To gain students compromise, the teacher could create activities more
dynamic that involve music and videos.

36. RECOMMENDATIONS
• Prior starting a class, the teacher could introduce topic related vocabulary and
create activities so the students can recognize vocabulary prior the class.
• Encourage the students to create their own Pictionary and work on the practice
and learning of new vocabulary.
• For the students it is imperative to work on reading, the teacher could provide
students with reading techniques to enhance their reading skills.
• It is also recommended for this class to start a reading club on which students can
practice reading, little by little from words, to sentences and paragraphs

37. PROPOSAL OF USING A WIKI AS A
SUPPORTIVE MATERIAL FOR IMPROVING
READING SKILLS IN ENGLISH CLASS ATTHE
PROGRAMA DE EDUCACIÓN ABIERTA IN
HIGUITO DE DESAMPARADOS, 2018

38. JUSTIFICATION
• Tool which all the content will be organized by topic and would include
different links for practices and activities for students and teachers.
• It includes a section for the students so they can find practices and in case
they want to practice themselves they would have access to information
related to their topics studied in class.

39. GENERAL OBJECTIVE
To develop a wiki based on Bachillerato por Madurez English content to use as
supportive material for improving reading skills in English class at Programa
de Educacion abierta in Higuito de Desamparados during 2018.

40. SPECIFIC OBJECTIVES
• To identify the mandatory content for Bachillerato por madurez 2018.
• To recognize classroom management techniques that help achieving the student
compromise with the learning process.
• To implement motivation activities in the classroom that maintain the student
active.
• To use the material necessary to improve vocabulary with students.
• To implement vocabulary learning activities for improving student reading skills.

41. PROPOSAL DEVELOPMENT
PHASE 1: APLICATION DEVELOPEMENT
• PERMISSION
To start with the Proposal, it is necessary to request permission for the
implementation to the principal and coordinator of the institution, who will let
us know the limitations that we must work in this initiative.

42. PROPOSAL DEVELOPMENT
• INFORMATION
To continue with this project, it is necessary to start with the research process and
evaluate all the different pages and material related to Bachillerato por Madurez
content and decide which of them provides value to the proposal and to the student
purpose.

43. PROPOSAL DEVELOPMENT
• DESIGNING
To accomplish this stage, it is necessary to get the necessary tools and
resources to design the wiki page and Program it. It is necessary to obtain
assistance from a specialist

44. PROPOSAL DEVELOPMENT
• PROGRAMMING
To go on with the process, it is necessary to obtain assistance from a Computers
professional with the intention to set up the final details of the page.

45. PROPOSAL DEVELOPMENT
• TESTING
Before deploying the tool to the students and the teachers of the institution, it
is necessary to test the wiki to guarantee its proficiency.

46. PROPOSAL DEVELOPMENT
• IMPLEMENTING
A final presentation will be delivered to the students on which they will be
presented the tool and they will be explained about the working methodology
to follow for the accuracy of the process.

47. PROPOSAL DEVELOPMENT
PHASE 2: PLANNING OF ACTIVITIES AND
CONTENT SELECTION
• As part of the proposal the researcher would select links and websites
according to the Bachillerato por Madurez English program and once the
application is ready, the activities and practices will be uploaded, along with a
sample of lesson plan for each of the contents so, the teacher could take it as
support to make his lesson planning easier.

48. PROPOSAL DEVELOPMENT
PHASE 3:TRAININGTOTEACHERS AND
STUDENTS
• To have the teacher and students taking advantage of the application features,
there will be a 2 hours training on which all of them would be explained how to
use the wiki and the benefit that each of them can take from this application

49. PROPOSAL DEVELOPMENT
PHASE 4: USING AWIKI AS A SUPPORTIVE
MATERIAL FOR IMPROVING READING SKILLS IN
ENGLISH
• This last section is focused on promoting the use of this wiki as supportive
tool that contains material focused on vocabulary learning, and activities
that enhance the improvement of reading skills of the students.

50. COST OFTHE PROPOSAL

51. SWOT ANALYSIS OFTHE PROPOSAL
• STRENGHTS
This proposal enhances the teachers to use technology as a tool to motivate
students to practice the language, besides that students get motivated to use
a tool that they can easily access from any internet browser and they could use
by themselves.

52. SWOT ANALYSIS OFTHE PROPOSAL
• WEAKNESS
It is necessary to have internet access to be able to use this tool, in cases
where classroom do not have access to the web, the teacher will have to
proceed to resolve the situation using his own cellphone or access to the web.

53. SWOT ANALYSIS OFTHE PROPOSAL
• OPPORTUNITIES
This proposal is open to new changes on the program of ministry of education
and, it can be modified to an app to install in the classroom computer.

54. SWOT ANALYSIS OFTHE PROPOSAL
• THREATS
Technical issues, if there is a situation where an issue takes place in the middle of a
class, it would be necessary for the teacher to have a backup plan just in case the
activity should be replaced.
Cost, it is not easy to have economical support to buy the necessary equipment.

55. IMPACTS OFTHE PROPOSAL
INSTITUTIONAL IMPACT
• The more significant impact of this proposal is for the teachers who, would beneficiate
from the proposal since it would be easier for them to access the necessary information for
each class and, they will have activities to use for each topic.
• The students who are part of the institution, would have a platform to access any time at
any moment and even from their cellphones, so they could even replicate activities
performed in the classroom for their own review at home.

56. IMPACTS OFTHE PROPOSAL
COMMUNITY IMPACT
The main idea of this proposal is to help the students and the community in
general, with this tools student will have the necessary information to study
and pass their Bachillerato por Madurez English assessments, which will
traduce in more employment opportunities for this community.

57. OTHER STUDIES DERIVED
• A research regarding the attendance to English classes, which factors are
interrupting attendance and what other factors motivate the students to attend to
classes.
• Grammar and spelling improvement through the learning of vocabulary, these
because most students learn the vocabulary but never learn the correct grammar
when using it or the spelling when trying to write.
• Different ways to improve pronunciation of beginners, this because most of the
times the professor thinks about correcting the pronunciation of students, but in
some cases the problem is that the student learned to pronounce it incorrectly.