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1. ALEJANDRA BENAVIDES GONZÁLEZ
ENERO, 2018

2. 
In High School students have the opportunity to learn
about English as a foreign language more in depth,
they even have standardized tests to measure it, but
once again, learners failed to succeed, most of the
students are somewhat good in terms of reading and
listening, but they do not have a decent oral production.
BACKGROUND

3. 
In English Language, the speaking part is composed of
several points to meet for good communication. The learners
are going to develop good fluency, pronunciation and
intonation in order to speak correctly, but in public schools
teachers are not spending enough time with this skill, and
students are not speaking English proficiently.
JUSTIFICATION

4. 
What academic factors contribute to the
underdevelopment of the EFL oral skills in 11th graders
at Colegio Miguel Obregón Lizano, Alajuela, 2017?
PROBLEM STATEMENT

5. 
To describe academic factors that contribute to the
underdevelopment of the EFL oral skills in 11th graders
with the purpose of improving students English oral
performance at Colegio Miguel Obregón Lizano,
Alajuela, 2017.
GENERAL OBJECTIVE

6.  To determine teachers strategies that affect English
performance of 11th graders.
 To analyze the role of the students that interferes in the
development of oral skills.
 To determine oral speaking methods that for adapting into
MEP programs.
 To identify the underdevelopment of the EFL oral skills
aiming a proposal that improves the output of 11th
graders.
 To develop a Proposal with a set of strategies for the
improvement of students oral skills.
SPECIFIC OBJECTIVES

7. 
 Teacher strategies.
 Role of the students in the development of oral skill.
 Oral speaking method.
 Underdevelopment of the EFL oral skills in 11th
graders.
VARIABLES OF THE RESEARCH

8. 
Horwitz and Young, (1991) “The target language is a representation
of another cultural community; there is a predisposition among some
people to experience such anxiety because of their own concerns
about ethnicity, foreignness, and the like” (Page vii)
According to Heron. 1989 33 cited in Arnold J (1999) “Anxiety is
quite possibly the affective factor that most pervasively obstructs the
learning process.”(Page 8)
ANXIETY

9.  The teacher uses the mother tongue to convey the knowledge.
Writing skills is better trained than oral skill.
 English lessons were developed in such a way students listen
to the teacher and repeat the grammatical instructions or
practice activities from the workbook.
 During the development of the lesson the teacher mostly
practices traditional teaching methods which focus on reading
and writing skills and productive skills such as speaking is
given a little importance.
 Observation has shown that students have a low level
proficiency in English, and have problems in expressing ideas
in the target language.
ANALYSIS OF THE
OBSERVATION

10. 
 Teacher uses the Grammar Translation Approach during the
development of the class; because teacher is preparing their
students to the high school diploma, this consists in reading
comprehension, and she argues that she translates every word
in English into their mother tongue.
 The lack of the development of this skill inhibits students to
pronounce correctly and express their ideas in the target
language. Students misconfidence to use English because they
are afraid of mistakes. The curriculum is inappropriate for
helping students to improve their English proficiency.
ANALYSIS OF THE INTERVIEW

11. 
STUDENTS THINK TEACHER
STRATEGIES ARE EFFECTIVE
19%
81%
Yes No
ANALYSIS OF THE QUESTIONNAIRES

12. 
STUDENTS UNDERSTAND WHEN
TEACHER SPEAKS IN ENGLISH
Always Sometimes Hardly ever Never
Graph 8 7% 10% 52% 31%
0%
10%
20%
30%
40%
50%
60%

13. 
STUDENTS ARE MOTIVATED TO
LEARN A FOREIGN LANGUAGE
33%
67%
Yes No

14. 
TEACHER EXPLAINS AND GIVE
INSTRUCTIONS IN ENGLISH
7%
93%
Yes No

15. 
COST OF THE RESEARCH
DESCRIPTION QUANTITY
COST PER
UNIT
(COLONES)
TOTAL
(COLONES)
TOTAL
(DOLARES)
Transportation 45 550 24,750 46.78
Photocopies 240 15 3.600 6.80
Profesional Hours 8 13602 108816 191.91
Printers 90 40 3600 6.34
Food 4 3200 12800 22.57
Total 41,150 72.57

16. 
CONCLUSIONS AND
RECOMMENDATIONS

17. 
VARIABLE: TEACHER STRATEGIES
CONCLUSIONS RECOMMENDATIONS
Teacher strategies have been focus on
Grammar Translation Approach for long time
ago, but one of the complaints that teachers
nowadays make about English oral skills is that
students are unwilling to speak in English.
Students learn through “modeling” if teacher
speaks in the mother tongue, why students
should speak in the target language?. While the
students may participate in the class in other
skills such as reading and writing, they behave
much more unwillingly when it comes to speak
in a foreign language.
Teacher should use realia such as: pictures,
flashcards and stories to teach vocabulary in
context; to help students learn words without the
necessity of translate each word into their
mother tongue.
Do not focus only on errors; correct as much as
each student can handle.
Allow students to use minimal responses, it will
reduce their anxiety. Students can use the level
of response that they feel comfortable to
express themselves.
Use gestures to help students getting the
meaning of phrases and encourage students to
do the same, with this technique nobody will use
the mother tongue.

18. 
VARIABLE: ROLE OF THE STUDENTS IN THE
DEVELOPMENT OF ORAL SKILLS
CONCLUSIONS RECOMMENDATIONS
Therefore, students do not learn how to
speak or do not get any opportunity to
speak in the language classroom they may
soon get unmotivated and lose interest in
learning. On the other hand, if the right
activities are taught in the right way,
speaking in class can be a lot of fun,
raising learner motivation and making the
English language classroom a fun and
dynamic place to be.
Teacher may promote activities in which
students can take part and provide a real
meaningful learning experience, and also
students are going to be responsible for
acquiring their own learning. To improve
this variable, teachers should follow these
techniques and incorporate them into the
curriculum.
• Cooperative learning
• Group discussions
• Brainstorming

19. 
VARIABLE:ORAL SPEAKING
METHOD
CONCLUSIONS RECOMMENDATIONS
The goal of language is communication
and the aim of speaking in a language is to
promote communicative efficiency;
teachers want students to be able to use
the language as correctly as possible.
Students often value other skills such as
writing and reading more than the speaking
skill so motivation is not always as big of
an issue, but what often happens is
students feel more anxiety related to their
oral production.
• A variety of teaching approaches and
learning materials.
• Appropriate support that includes
modeling, guided practice and
independent practice.
• Meaningful activities that include skills
and ideas, and real life situations.
• Opportunities to be independent and
show their knowledge.
• Encouragement self-correct and
promote students acquire their own
learning.
• Tools that assessing students own
learning.

20. 
VARIABLE: UNDERDEVELOPMENT
OF THE EFL ORAL SKILLS IN 11TH
GRADERS
CONCLUSIONS RECOMMENDATIONS
The development of oral skills can be only
done in an environment where the student
is comfortable. The learners need to be
absolutely sure that there will be no ridicule
and no reprisals for making mistakes, and
they are free to make mistakes. Only this
confidence can make the student free to
communicate and interact.
• Reduce teacher talking time in the
classroom, and give students simple
and clear instructions in English using
the body language to convey the
knowledge in English.
• Increase students talking time promoting
speaking activities and using visual aids
in which they can use the language to
learn in an interesting way, they will not
notice that they are speaking and
learning at the same time.
• Avoiding Yes/No questions activities, the
idea is students compose sentences in
the target language and express them in
English.

21. PROPOSAL OF STRATEGIES FOR
THE IMPROVEMENT OF ORAL
SKILLS IN 11TH GRADERS

22. 
To develop a Proposal with a set of strategies for the
improvement of students oral skills.
GENERAL OBJECTIVE

23. 
 To implement oral activities that minimizes students
anxiety and increased their self - motivation.
 To reinforce a positive environment that promotes
English learning.
 To promote students self – confidence in the
development of “Grit” philosophy.
SPECIFIC OBJECTIVES

24.  The first activity to develop communication skill in students is group activities.
 Create practice activities that as similar to real-life as possible, such as: role
plays, dialogues and conversational lessons.
 Teacher should use realia such as: pictures, flashcards and stories to teach
vocabulary in context; to help students learn words without the necessity of
translate each word into their mother tongue.
 Poem, tales or stories create a language experience.
 Do not focus only on errors; correct as much as each student can handle.
 Allow students to use minimal responses, it will reduce their anxiety. Students
can use the level of response that they can feel comfortable to express
themselves.
 Use gestures to help students getting the meaning of phrases and encourage
students to do the same, with this technique nobody will use the mother
tongue.
INCORPORATING ORAL ACTIVITIES TO
REDUCE STUDENTS ANXIETY

25. 
Teacher strategies have been focus on Grammar Translation
Approach for long time ago, but one of the complaints that
teachers nowadays make about English oral skills is that
students are unwilling to speak in English.
 Considering that students do not adopt active speech roles
in Costa Rican public classrooms, students graduate from
high school without being able to speak English
DEDICATE SPECIFIC TIME TO
DEVELOP ORAL ACTIVITIES

26. 
“Grit” concept that means “passion and perseverance
for very long-term goals”. Contrary to popular belief,
“grit” has a more significant correlation to high school
graduation rates. So now you know you do not need to
be some inherently intelligent individual to succeed in
life.
TRAINING TEACHERS ABOUT
“GRIT” PHILOSOPHY

27. 
Teachers can implement “Grit philosophy” using the following recommendations in their
classes:
 Not allowing students to give up and become stuck.
 Use an approach to critique and provide feedback to support students with moving
forward, with peer feedback.
 Share their excellent work in order to inspire others to accomplish their
achievements and show them what is possible with hard work and commitment.
 Do not use the phrase "Just do your best"
 Have high expectations and show that they are able to fight for their goals.
 Praise the hard work and the commitment of your students, not just the outcome.
 Establish students goals, what are they aiming for in the future? Why is this going to
support them with their goals? And reinforce with them that work it is often hard and
difficult, and not always fun, but worth it in the end.
TRAINING TEACHERS ABOUT
“GRIT” PHILOSOPHY

28. 
 Teacher should be focused on communication and fluency,
instead of correctness.
 Conversations can occur in small groups.
 Encouraging students to rotate the conversational partner.
 Teaching vocabulary, teachers can introduce a new topic
 Using the social media.
CREATING A POSITIVE
ENVIRONMENT TO LEARN ENGLISH

29. 
COST OF THE PROPOSAL
DESCRIPTION
QUANTITY UNIT COST
(COLONES)
COST
(COLONES)
COST
(DOLARES)
Travel expenses 2 1000 2000 5.21
Office supplies 7 1584 11075 19.09
Coffee Break 3 3100 9300 16.02
Professional hours 4 13602.60 54408 93.80
TOTAL 76783 134.12

30. When students are motivated to
learn, they will become active
learners and naturally increase
their participation in class.

31. Thank you very
much!