Bienvenidos al sitio virtual UNIVERSIDAD MAGISTER que contiene importantes trabajos de investigación de nuestros profesionales. Con estos Mares Azules esperamos cooperar en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Por tener Propiedad Intelectual, queda prohibida su reproducción parcial o total, a excepción de que los compartan como citas de autor o referencias bibliográficas. Esta información quedará a disposición en el portal www.umagister.com. Disfruten de este magno contenido bibliográfico esperando sus amables comentarios, no sin antes agradecer al Ing. Jerry González quien está administrando el sitio. Rectoría, Universidad Magister. – 2019.

1. FACULTAD DE EDUCACIÓN
CARRERA DE LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS
“A DESCRIPTIVE STUDY ON THE INCORPORATION OF ACTION-
ORIENTED TECHNIQUES TO TEACH EFL TO 10th GRADERS AT
COLEGIO NACIONAL DE EDUCACIÓN A DISTANCIA, SEDE SAN
JOSÉ, 2019”
SOFÍA SEQUEIRA WILLIAMS
MAYO, 2019

2.  Teaching English to adults in Costa Rica represents a
challenge to teachers because these students usually have
a very basic level of English, and they have little motivation
to learn more than what the program asks them to.
 There is a need to understand, implement, and adapt the
Action-Oriented Approach to the national teaching
environment in order to explore new strategies of teaching
and look for techniques to improve performance of
students. The idea for implementing Action-Oriented
techniques is to focus on encouragement, positive
feedback, motivation and class participation in order to
create an interactive environment.

3. This study is necessary to research more on recent
findings about the Action-Oriented Approach and to
analyze the impact of these techniques on 10th
graders for improving their proficiency. Furthermore, it
is essential to have more techniques available for
teachers since there is never enough information
about teaching strategies.

4. How the incorporation of Action-Oriented
techniques for teaching EFL can improve the
English performance of 10th graders at Colegio
Nacional de Educación a Distancia, sede San
José, 2019?

5. To analyze the impact of the implementation of
Action-oriented techniques when teaching EFL for
improving the English performance of 10th
graders at Colegio Nacional de Educación a
Distancia, sede San José, 2019.

6.  To identify the benefits of incorporating Action-
oriented techniques for (AOT) teaching in EFL to
10th graders.
 To determine the role of the teacher in Action-
oriented techniques for AOT teaching in EFL to
10th graders.

7.  To define the role of the student in the
incorporation of Action-oriented techniques for
AOT teaching in EFL to10th graders.
 To develop a proposal of an appropriate learning
workshop for 10th graders through Action-oriented
techniques.

8.  The benefits of action-oriented techniques (AOT).
 The role of the teacher in action-oriented
techniques (AOT).
 The role of the student in action-oriented
techniques (AOT).

9. This project aims to explore the teaching and learning
processes at Colegio Nacional de Educación a
Distancia, sede San Jose, with the main purpose of
analyzing the impact of the implementation of Action-
oriented techniques for teaching EFL on the English
performance of 10th graders.

10. THE ACTION ORIENTED APPROACH
The action-oriented approach, views users and
learners of a language primarily as social agents,
members of society who have tasks to complete in
a given set of circumstances, in a specific
environment and within a particular field of action.

11.  Any of a wide variety of exercises, activities, or
tasks used in the language classroom for realizing
lesson objectives.
 Any purposeful action considered by an individual
as necessary in order to achieve a given result in
the context of a problem to be solved, an
obligation to fulfill or an objective to be achieved

12.  Action-oriented tasks are purposeful acts set in a
context that students could face in everyday life in
a variety of situations.
 The techniques applied involve tasks which are a
feature of everyday life in the personal, public,
educational or occupational domains.

13.  Facilitator, coach, resource person, guide, advisor,
and observer. Helps the learner become
autonomous and be successful in the completion
of the task.
 The teacher provides effective feedback in the
process of learning. Shows expert role, but shares
this responsibility with the learner.

14. An agent/performer with intercultural awareness
skills. Autonomous, works cooperatively, interacts
with others, investigates and solves problems
using the tools at his/her disposal (general and
specific competences). Develops metacognitive,
reflective and critical thinking strategies for
successful completion of the task.

15.  Pronunciation is an aspect that is improved when
there are communicative activities, it makes students
sound more natural, fluent and intelligible, and
enables them to participate effectively in interactions.
 These techniques give priority to authentic materials;
supports are supposed to be selected from real-life
sources (newspaper articles, radio programs,
advertising, excerpts from books, video clips, and so
forth), above all to reflect the meaning and themes
being covered, everything has to be related to the
topics and structures desired to teach.

16.  These new ways of teaching and learning
enhance interaction among students and teachers
and create independence and autonomy.

17. Research is a systematic process of information
(data) acquisition and analysis in order to increase
understanding about a phenomenon.

18.  Descriptive research relies on observation as a
means of collecting data.” It attempts to examine
situations in order to establish what is the norm.
 Exploratory research aims at applying new
words, concepts, explanations, theories, and
hypotheses to reality.

19.  Qualitative research is collecting and analyzing
information in as many forms, chiefly non-numeric,
as possible.
 Quantitative research is explaining phenomena by
collecting numerical data that are analyzed using
mathematically based methods.
 Mixed Methods Approach is a methodology for
collecting, analyzing and integrating qualitative
and quantitative research.

20.  SUBJECTS: involve 10th graders and one English
teacher who have been selected from the educational
community of Colegio Nacional de Educación a
Distancia, sede San José.
 SOURCES: will be collected from students and a
teacher from the educational community, and the
secondary sources will be books, magazines,
academic thesis, guidelines from MEP, programs,
syllabus, and textbooks related to action-oriented
techniques.

21.  POPULATION: In this study, the target population
will be two teachers and sixty 10th graders at
Colegio Nacional de Educación a Distancia, sede
San José.
 SAMPLE: the sample will be twenty 10th graders
and one teacher of the established group.

22. INSTRUMENTS SUBJECTS
Observation Students and teacher
Interview Teacher
Questionnaires Students

23.  The benefit of the action-oriented technique was
evident in the third lesson with the interaction
and participation of students and the class had
more communication in English.
 The use of English was a must, and students
made use of the language more during the last
lesson.

24.  The action-oriented technique was observed
because students were the main agents in the
activities.
 The teacher was there as a guide to support
students.

25.  It was expressed that AOT would help performance of
students in English because it can motivate them to
learn more and to use the language in an appropriate
environment.
 The use of suitable materials and the correct learning
environment would provide a more dynamic class.

26.  The teacher has to be there as a support for
students to learn.
 The more exposure students have to the
language, the more they are going to use it in
their lives.
 Students need to be active and autonomous in
class, and teachers are essential for that.

27. 10%
90%
0%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Yes No No Answer

28. 10%
25%
65%
0%
10%
20%
30%
40%
50%
60%
70%
Always Sometimes Never

29. 85%
15%
0%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Yes No No Answer

30. 70%
10%
20%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Yes No No Answer

31. 80%
20%
0%
0
10
20
30
40
50
60
70
80
90
Excellent Good Bad

32. 80%
20%
0%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Positive Negative No Answer

33. 100%
0% 0%
0%
20%
40%
60%
80%
100%
120%
Positive Negative No answer

34. 80%
5%
15%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Yes No No Answer

35. 85%
15%
0%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Yes No No Answer

36. 90%
10%
0%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Yes No No Answer

37. 55%
45%
0%
0%
10%
20%
30%
40%
50%
60%
Excellent Good Bad

38. 100%
0% 0%
0%
20%
40%
60%
80%
100%
120%
Active Passive No Answer

39. 55%
15%
30%
0%
10%
20%
30%
40%
50%
60%
Active Passive No Answer

40. 90%
0%
10%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Active Passive No Answer

41. 90%
10%
0%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Yes No No Answer

42.  The use of English from the educational
community would increase with the incorporation
of action-oriented techniques since students would
speak more during the lessons and in the
institution.
 The incorporation of dynamic techniques
increases interest from students in the class.

43.  The teacher has to be there as a support for
students to learn. It was perceived that usually
English teachers have to be active in their labor
and that the use of the language has to be
permanent in the class.
 There is acceptance from students to have an
active participation and interaction in the English
class.

44.  The incorporation of the action-oriented
techniques using real life situations in class and
for homework in which learners can perform
different activities having a context.
 The teacher should be a facilitator that guides and
supports students in the learning process.
 In the incorporation of action-oriented techniques
learners have to be active agents who perform
different tasks that lead to achieve an objective.

46. To develop a Digital Manual for teachers for the
implementation of action-oriented techniques on
10th graders through a workshop at Colegio
Nacional de Educación a Distancia, sede San
José, 2019.

47.  To develop different teaching action-oriented
techniques for improving the performance of 10th
graders in the themes of the syllabus.
 To focus on speaking and reading techniques that
consider active participation of students.
 To provide a Digital Manual in which teachers can
find different workshop activities for the new MEP
syllabus for 10th grade.
 To promote the use of real-life contexts for the
incorporation of action- oriented techniques.

48. The main purpose of the proposal is to improve
English academic performance of 10th graders at
Colegio Nacional de Educación a Distancia, sede San
José through the implementation of a workshop
incorporating action-oriented techniques and the
corresponding manual in which all the contents of the
syllabus are included. The workshop considers the
needs of students, the new syllabus of MEP and the
competences required to develop.

49. This proposal seeks to encourage the active
participation of students and autonomy in English
language focused on the syllabus and needs of
10th graders at CONED, San José. The manual
describes a workshop for every unit of the syllabus
of 10th grade provided by MEP.

50. The techniques carried out by 10th graders have to be
based on the level and the needs students of the
institution have. It is fundamental to consider the new
syllabus for 10th graders given by MEP and the how
the contents are provided in CONED.
For an active environment, the techniques have to
provide the opportunity to express and interact in an
autonomous way.

51. It is necessary to set a context in which the
activities are carried out for students to
understand the function of structures. The tasks
have to be meaningful for students to know how to
apply the language in real life situations.

54. STATION 1
Speaking about careers and future plans:
 What do you want to work in?
 What are your goals?
 How do you see yourself in 5 years?
 Where do you want to work?
 What is your favorite career?

55.  Using the simple past tense and discuss with your
partners. Ask more questions:
Examples:
 Where did you want to work?
 What other occupation did you like?
 What subject did you like the most in school?

56.  Reading a text about “JOB WANTED” and answering some
questions.
Assistant of the Director:
Bilingual, computer and organizational skills, high ideals.
Peace Army of Costa Rica, Santa Ana.
Cell at 25222 55555
Chefs and Cooks:
English and Spanish spoken.
Tamarindo area. Legal workers.
Upscale restaurant.
Work different schedule.
Send your résumé to chefs.crhotmail.es.

57.  Role-playing: “JOB INTERVIEW”
Student A: You are the interviewer. Ask the
following questions:
What’s your name?
Where do you live?
How old are you?
What is your major?
Where did you study?
What academic degree do you have?
Are you interested in a part time or full time job?
Can you work on weekends/over time?
Why do you want this job?
What qualifies do you have for this job?
Student B: Answer the questions
asked by the interviewer. Give full
answers.

58. Source: Sequeira, Sofía (2019)
The data mentioned in the previous table have been taken from: Salaries and incentives of Colegio de Licenciados y Profesores
en Letras, Filosofía, Ciencias y Artes de Costa Rica exchange rate of the dollar established by Banco Central de Costa Rica.
Total Cost 612 per dollar, January 8th, 2019.
ITEM QUANTITY
UNIT COST
(COLONES)
TOTAL COST
(COLONES)
TOTAL COST
(DOLLARS)
Didactic
Material
40 50 2.000 3,0
Transportation
days
10 3.000 30.000 49,0
Feeding days 10 2.500 25.000 40,8
Professional
hours
18 13.602 244.836 400,0
Total 301.836 492,8

59. STRENGTHS
 Motivating activities that allow students to be active
and autonomous in class.
 Participation and use of English throughout the
activities.
 Innovative techniques for English teachers.
 Real-life contexts for a significant learning.

60. WEAKNESSES
 Limited didactic resources to carry out the activities.
 Classrooms are small for the development of the
activities.
 Limited time to develop the activities.
 Teachers have a methodology that is passive for the
students.

61. OPPORTUNITIES
 Provide teachers with new teaching techniques to improve
academic performance in English.
 Promote an active participation of students in English in class.
 Incorporate real-life contexts in the development of the class.
 Encourage teachers to take advantage of time using Action-
oriented techniques to have a more meaningful learning.

62. THREATS
 Students do not attend the workshop.
 Lack of interest in some students to participate in
the activities.
 Lack of interest in teachers to apply the
techniques.

63.  INSTITUTIONAL IMPACT: The implementation of
these techniques is intended to promote autonomy
and active participation of students in the classroom.
Also, this proposal aims to provide teachers with the
manual of more ideas to implement the workshops.
 COMMUNITY IMPACT: The proposal aims to provide
students with the vocabulary and structures that can
function in real life situations. Autonomy can also help
students feel more confident when speaking in English.

64. From this proposal other studies can relate to:
 Why and how assessing learning through action
oriented techniques.
 What is necessary or not to assess in the process.
 How teachers should assess contents.
 Pedagogical implications of the incorporation of these
techniques.
 What the profile is for teachers to implement the new
curriculum of MEP with AOT.