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1. UNIVERSIDAD MAGISTER
FACULTAD DE EDUCACIÓN
CARRERA DE LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS
TESIS DE GRADUACIÓN PARA OPTAR AL GRADO DE LICENCIATURA
EN LA ENSEÑANZA DEL INGLÉS
“A DESCRIPTIVE STUDY ON THE EFFECTS OF THE PERSONAL AND SOCIAL
CHARACTERISTICS OF 6th GRADERS ON THE ORAL COMMUNICATION PROCESS AT
ESCUELA PÍO XII CORONADO, 2018.”
LESLIE ELIZONDO MORA
MAYO 2018

2. INTRODUCTION
In the present time, knowing how to communicate in English or in
other languages is very important as it can open cultural and
social opportunities around the world. The fact that one as an
individual can speak in another language such as English, will
provide the opportunity of having a better future; this because
people who study a second language will definitely get a better
job and remuneration. Costa Ricans know how important it is to
speak English; however, the English learning process can be
very challenging for the students depending of the person´s age,
culture, physical impediments, and factors such as anxiety and
nervousness.

3. Justification
●The willing to learn and know more is the strength any
person has to investigate about topics that catch their
interests.
● Investigators go beyond to get far away in order to
discover new matters.
● English has turned into a synonym of future and self-
growing.
● Unfortunately, English has become a barrier for many
students.

4. General Objective
To identify the effect of personality, academic
and social factors of 6th graders on the oral
communication process for the developing of
teaching strategies that improve the oral
performance of the students at Escuela Pío
XII, Coronado, 2018.

5. Specific Objectives
1. To identify academic, personal and social factors
that interfere in the oral communication process of
6th graders.
2. To determine the barriers of fear that 6th graders
have toward the acquisition of English as Foreign
Language facilitating the teaching process.
3. To identify ludic strategies for overcoming barrier
problems when speaking a foreign language in front
of people.

6. Specific Objectives
4. To determine the evaluation methodology applied by
the teacher in class with the purpose of related with
the barrier of fear.
5. To develop a Proposal with supporting material that
facilitates students and professors the reduction of
the barrier of fear in English classes.

7. THEORETICAL FRAMEWORK
Previous investigations and research are
always a good start to know what strategies
were already applied according to the topic of
research. This will allow implementing new
and innovating techniques that will help to
answer the research question and will allow
future generations to use the results of these
other investigations as reference for further
researches.

8. Review of Literature
There are personality and social factors that may affect the way
we learn and produce (speak) a second language. He also
mentions that the affective domain (which refers to emotion or
feeling) is the emotional side of human behavior and it
develops states or feelings, which have as a result a variety of
personality factors and feelings, both about ourselves and
about others when speaking with someone.
AUTHOR(S)
Brown D. H. (2000)
Fear is generally considered a reaction to something
immediate that threatens your security or safety. Anxiety is the
feeling that alerts your body of a future threat; and fear, on the
other hand, will make your body defend yourself immediately
from that threat.
Lamia M. (2011)
there are many aspects that teachers should consider before
developing the speaking skill. When developing the oral skill,
there are two aspects that should be taken into account,
“knowledge of the language and skill in using this knowledge
Vilimec (2016)

9. Review of Literature
AUTHOR(S)
He explained that before the professor can help a student to
develop the speaking or oral skill he or she has to take into
account speaking and conversation; their terms and
differences.
Temerová, L.
(2007)
The role-play method will help the students to practice five
components that are very important to speak as clear and
fluent as possible. Those five components are: pronunciation,
grammar, vocabulary, fluency, and comprehension. Additionally,
role-play will let the students to be creative, spontaneous, and
will definitely stimulate them
Nopiani, K. (2014)
Student Team Achievement Division (STAD) is an effective
method that can be used in class to improve the oral
production skill of the students. The main idea of this method is
to make the students feel motivated and help each other by
making group work tasks. The teacher will include on every
group a student that has bigger understanding of the class
material and this person will be in charge of helping his
classmates
Kristina, K. (2014)

10. Review of Literature
AUTHOR(S)
When debating, the students are required to look into a topic,
become an expert, and analyze data. This will develop the
student´s critical thinking and problem solving. Students will
develop their communication skills due to the fact they will
need to practice before the debate is done. Students will be
able to explain, make choices, and defend their position
Rubiati, R. (2010)
He stated that either they do not get the opportunity to speak in
the class (due to the teachers lack of preparation) or they do
not feel motivated; which eventually makes the students lose
interest of learning English or speaking.
Nanthaboot (2012)

11. METHODOLOGICAL FRAMEWORK
In this section the reader can find
explanations and descriptions of the
method used and the description of
the sample and population, as well as
the instruments used to collect the
information.

12. Research Subjects
● Escuela Pío XII
● 6th Graders
● Sample of 10 students
● Teachers

13. Research Method
Paradigm
Qualitative approach: evaluates the natural development of events, so
the results are analyzed in terms of the way of living of the people, their
situations and feelings towards it
Quantitative approach: It tries to observe, study and analyze deeply the
environment of the students as well as to understand the different
phenomena.
Mixed approach: It wants to continuously look at a research question
from different angles, and clarify unexpected findings and/or potential
contradictions
Primary Sources: students and teachers are going to be the first source
of information.
Secondary Sources: articles in newspapers or popular magazines, book
or movie reviews, thesis or articles found in scholarly journals that discuss
or evaluate someone else's original research.

14. ANALYSIS AND
INTERPRETATION OF
THE RESULTS

15. ●The classroom presented good conditions for
the teaching and learning process of English.
● The professor rarely included speaking
activities during class.
● Negative expressions for the subject.
● Students expressed that they did not know how
to say the information requested.
● Students were shy because they considered
English as too difficult.

16. ● Students highlighted their fear toward the
second language because they were not used
to practice it in class neither outside the
classroom.
● The professor had difficulties controlling
students.
● Lack of interest of students toward the subject.
● Written activities were used in a wide range
instead of speaking activities.

17. ● The professor considered herself as a top class
educator.
● The teacher highlighted her good job on the
improving of the speaking skill on students.
● The teacher considers groups worked by her
finish school years with a good speaking skill
level.

18. ● The professor was clear that fear is definitely a
characteristic inside students the moment they have
to communicate in the second language.
● The professional considered shyness is the key to
stop students to express ideas in English.
● The teacher thought that embarrassing moments
might appear on a wrong use of vocabulary or a
mispronunciation mistake that students preferred to
stay in silence and do not participate.

19. ● The educator expressed that she constantly
motivates students to forget about that fear and
focus more making an effort to improve oral
skills.
● The professor surprisingly responded that
speaking is the area focused during the
lessons.
● The interviewed commented that speaking
activities are frequent during her classes.

20. ● The professor thinks that motivation to students
to speak in English is common during her
lessons.
● The educator considers the use of supporting
material such as: video beam for videos, tape
recorder and flashcards; are parts of the helpers
in order to help and motivate students to speak
in English.

21. ● The teacher believes there is an excellent
environment in class for students to practice
and improve their speaking skill.
● The professor evaluated herself with an 85%, as
a booster for the speaking skill on students.

23. STUDENTS LIKE TO SPEAK IN ENGLISH
60
40
YES
NO
Graphic 8 shows the incidence of amplifications and omissions in KETO Foundation texts.

24. IMPORTANCE OF SPEAKING ENGLISH
70%
30%
YES
NO

25. PARTICIPATION OF THE STUDENTS AT
ENGLISH CLASS
20%
80%
ACTIVE
PASSIVE

26. STUDENTS FEEL BORED AT ENGLISH CLASS
90%
10%
YES
NO

27. FEELING OF FEAR OR SHAME WHEN
SPEAKING ENGLISH IN CLASS
70%
30%
YES
NO

28. STUDENTS FEEL MOTIVATED BY THE
TEACHER TO IMPROVE THEIR SPEAKING
ENGLISH LEVEL
100%
0%
YES
NO

29. FREQUENCY OF ORAL ACTIVITIES USED
BY THE PROFESSOR
10%
90%
SOMETIMES
NEVER

30. STUDENTS CONSIDER AN IMPROVEMENT ON
THE ENGLISH SPEAKING SKILL THROUGH
THE YEAR
10%
90%
YES
NO

31. STUDENTS BELIEVE THE PROFESSOR NEEDS
TO PLAN MORE SPEAKING LESSONS
80%
20%
YES
NO

32. RATE GIVEN TO THE PROFESSOR WHEN
TEACHING SPEAKING
100%
POOR

34. Conclusions
●The teacher rarely included speaking activities
during the lessons.
● The professor did not offer a positive environment
for the students.
● Personal appearance.
● Behaviors of students.
● Town disadvantages.
● Lack of technology.
● It was clear that students felt terrorized the
moment they had to participate saying something
in English.

35. Conclusions
● Professors need to plan and select the
appropriate means for challenging students
to improve on every skill.
● At Escuela Pío XII speaking strategies,
techniques or activities were simply absent.
● The evaluation methodologies did not fulfill
the teaching process

36. COST OF THE STUDY
DESCRIPTION COST PER
UNIT
QUANTITY TOTAL COST
(COLONES)
TOTAL COST
(DOLLARS)
Didactic
materials
3.600 25 90.000 158.12
Transportation 12.375 40 car trips 495.000 869.66
Food 9.142 35 319.970 562.15
Fees 650.000 2 quarters 1.300.000 2.283.95
Total: 2.204.970 3.873.88

37. Recommendations
● Planning more speaking activities during
the lessons.
● More effective supporting material.
● Professors should pay attention to the
environment they promote inside the
classroom.
● Implementing strategies to avoid the
distraction of students.

38. ● Professors should aggregate the
elimination of disrespectful expressions
among their peers.
● Educators should come up with
strategies to eradicate rude behaviors on
children at class and at school too.

39. Recommendations
● The implementation of strategies when
technology is not parallel in order to benefit
the population.
● Teachers should implement strategies in
which students obtain self-confidence.
● To introduce more frequently lessons in
which the speaking skill is practiced.

40. Recommendations
● Do not be afraid of modifying activities in
class.
● An evaluation for teachers and students is
necessary for a complete educational
purpose.

41. FACEBOOK SITE CALLED “COME ON, BE A
WINNER, NO FEAR TO SPEAK IN ENGLISH”
FOR THE DEVELOPMENT OF TECHNIQUES
TO REDUCE FEAR WHEN SPEAKING
ENGLISH

42. The proposal goes specifically to the
students from Escuela Pío XII in Cascajal
de Coronado, but at the end, the page
can be a great support for people aiming
to practice their speaking skill.

43. To establish an attractive Facebook page
involving techniques that helps in the
loosing of fear when speaking in English.

44. ● To provide a Brochure for students, teachers
and administrative staff as a supporting material
for loosing fear when speaking English.
● To design a Facebook site for students as a
support in the subject matter.
● To prepare training material for the teacherson
the use of the Facebook site.

45. ● The Proposal is expected to become a model to
fight fear when speaking with the population in
study. If the following project becomes
successful within the community, it is definitely
expected to be expanded to closer institutions
and why not, included by the Ministry of
Education to be part of the links to look for on
their English planning.

46. ● PHASE # 1: A BROCHURE OF “IMPORTANCE
OF SPEAKING SKILL IN COSTA RICAN
STUDENTS” TO ADMINISTRATIVE STAFF
AND PROFESSORS OF THE INSTITUTION.
● PHASE # 2: THE FACEBOOK SITE
● PHASE # 3: THE TRAINING

47. COST OF THE PROPOSAL
ITEM
DESCRIPTION
QUANTITY COST PER
UNIT
(Colones)
TOTAL COST
(Colones)
TOTAL COST
(Dollars)
Photocopies 200 15 3.000 5.20
Snacks 20 2.500 50.000 86.69
Fuel used for
transportation
20 608 12.160 21.08
Brochure to the
population
about the
facebook page
150 100 15.000 26.05
Total 80.160 139.02

48. ● STRENGTHS: The institution in participation counts
with a staff that has been characterized by positive
attitude. This strength becomes a key in order to
implement the proposal given. In addition, students
and community in general present aim to learn and
progress their level of life. Parents have been
committed with the institution expressing their
interest on their children to have a better education;
something that many of them could not have.

49. ● WEAKNESSES: On this point, the community presents
basically two main issues. First, the low educational level
many parents present. This may become a weakness the
moment children needed some support from their tutors in
order to achieve any of the activities they will be working with.
Second, the distance of Cascajal de Coronado becomes a
difficult situation related to the technological instrument
facebook is. Internet has a low reception in this countryside of
Coronado canton. As a matter of fact, accessing to the
facebook page might turn an obstacle for the students or
people in general who may want to practice their speaking
skill.

50. ● OPPORTUNITIES: The institution recently invested
money on acquiring new technological devices such
as computers. The computers gathered by the school
might become an important opportunity for the
community in general because they can be offered to
the public for them to access the facebook page and
why not, people and students may find any other
pages in which they can practice the speaking skill.

51. ● THREATS: Family economical conditions are an issue
that affects the population in study. Most of the families
depend on the farms or low job opportunities Cascajal de
Coronado offers. Students since early ages, they start
working with their parents on the different farms from the
community. They do that because of a surviving reason.
Unfortunately, a big percentage of students finish primary
school and finish working with their parents on farms and
of course, stopping their progress to search for more in
their lives.