This document summarizes a research project on analyzing the effect of the audiolingual method on listening and speaking abilities of 8th grade students at CINDEA 28 MILLAS in Limón, Costa Rica. The research aims to identify resources for audiolingual teaching and determine the impact of teacher feedback on student speaking skills. A literature review covers motivation, audiolingual theory, and the research methodology. Results from observations, interviews, and questionnaires show limited resources, fear of speaking English, and the positive impact of teacher-student relationships on confidence. Recommendations include acquiring equipment, planning, and creating a friendly environment. An online tool proposal aims to provide material access for improved learning.

1. UNIVERSIDAD MAGISTER
FACULTAD DE EDUCACIÓN
CARRERA DE LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS
MEMORIA DE SEMINARIO DE GRADUACIÓN PARA OPTAR AL
GRADO DE LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS
“ANALYSIS OF THE EFFECT OF THE AUDIOLINGUAL METHOD ON
LISTENING AND SPEAKING ABILITIES IN 8th GRADERS AT
CINDEA 28 MILLAS, LIMÓN, 2017.”
EDBER FLORES MARTÍNEZ
DIXON VINDAS RETANA
SAN JOSÉ, MAYO 2017

2. INTRODUCTION
 Nowadays it is well known that many teachers of
English in Costa Rica are facing a situation: Lack of
use of teaching techniques which drives to a
situation, that students are afraid of getting into the
class because they feel not very confident about
listening or speaking, reading or writing.

3. JUSTIFICATION
 This research aims to help teachers who have faced
difficult situations when are teaching with limited
resources and different students behaviors
 Cindea 28 Millas in Limon , as most of the secondary
institutions for adult people are facing difficulties to
improve the listening and speaking skills of students.
This institution lacks some basic resources for
appropriate teaching to this specific population

4. PROBLEM STATEMENT
How does the Audiolingual Method help the
development of listening and speaking abilities
in 8TH graders at CINDEA 28 MILLAS, Limón.
2017?

5. SPECIFIC OBJECTIVES
To identify the basic didactic resources for the development of the
Audiolingual Method of English teaching with the intention of
improving the listening and speaking process.
To determine the influence teacher feedback and instruction have on
students through Audiolingual Method for improving their speaking
competence.
To determine the factors which make the students feel fear in the
learning and speaking English process for making them feel more
confident and spontaneous at speaking in English.
To propose an online tool which students can get connected at any
time and check all the material the teacher can upload all the weeks

6. VARIABLES
 Basic didactic resources for the development of
the audiolingual method
 Impact of the use of teachers feedback on students
 Factors that make students feel fear in the English
learning and speaking process

7. POPULATION
CINDEA 28 MILLAS, LIMON, COSTA RICA
8TH GRADE STUDENTS
19 STUDENTS

8. INSTITUTIONAL FRAMEWORK
 This research is being held in CINDEA 28 Millas, Limón, which is
located in the town of 28 Millas. It is located near of the bananas
plantations as a response of the lack of educational institutions
of the neighboring zone communities.
 This educational center was founded and began to operate in
February of 2006 with seventh and eighth grade levels, with a
very limited students’ population, they assisted to the classes
with teachers of the basic materials and working as pioneer to
look at forward in educational goals for the community.

9. THEORETICAL FRAMEWORK
 Values can be the beliefs about what is
important in life. Some values refer to how one
should act (be honest or self-discipline) while
other values refer to what one wants to
accomplish or obtain in life (a family, friendship
or world peace).

10. THEORETICAL FRAMEWORK
Motivation:
Normally, when a student feels bored and is tired of the
same method or activity every single day of their lives, it is
probably that they start looking for their own method to get
relaxing and fun. It could mean, if their own method
provokes disorder, noise, and distraction to the rest of the
class; in fact, the teacher will not have the opportunity to
develop his/her plan; and the whole teaching-learning
process will be affected, and unsuccessful

11. THEORETICAL FRAMEWORK
 The audio-lingual method, is a style of teaching
used in teaching foreign languages. It is based
on behaviorist theory, which postulates that
certain traits of living things, and in this
case humans, could be trained through a system
of reinforcement. The correct use of a trait would
receive positive feedback while incorrect use of
that trait would receive negative feedback.

12. Methodological Framework
 QUALITIVE APPROACH
 Qualitive research is seen as a systematic, subjective approach used to describe life
experiences and give them meaning, as a way to gain insights through discovering
meaning (Burns and Grove 2001).
 QUANTITATIVE APPROACH
 Quantitative research methodology is used to provide quantifiable and objective
measurement of the data, it requires quantifiable data involving numerical and
statistical explanations
 DESCRIPTIVE INVESTIGATION
 This research is a combination of a descriptive and exploratory investigation.
Descriptive research does not fit neatly into the definition of either quantitative or
qualitative research methodologies, but instead it can utilize elements of both, often
within the same study

13. INTERPRETATION OF THE RESULTS
OBSERVATION :
Visit one: Investigators found that there was not warm up
activity and no teacher presentation; the teacher gave them
some copies and they have to complete the exercises on it,
and if they have any doubt about it students asked to
teacher in Spanish. Few use of English was done in class.
There was no use of any other resource but copies instead.
No audios, no videos, no repetition of words or phrases in
English. There were few teacher corrections in English and
few students’ participation

14. INTERPRETATION OF THE RESULTS
Interview:
The interview applied to the teacher of the
target group is focused to verify since his
points of view and how it can affect positive
or negative to the students learning.

15. INTERPRETATION OF THE RESULTS
QUESTIONNAIRE:
The questionnaire applied to the students is aimed
to analyze the factors which were of vital
importance in order to study the class environment
of the focus group and how several factors such as
background, evaluation, self-confidence or the
relationship between students and teachers
affected them in their performances in class.

16. GRAPH N° 3 STUDENTS FEAR OF FACING A NEW
LANGUAGE AFFECTED THEIR PERFORMANCE IN
CLASS
53%
26%
21%
A lot
Few
Nothing
Source: Flores, Edber; Vindas, Dixon (2017)

17. GRAPH N° 4 THE TEACHER INSPIRED THE
STUDENTS WITH CONFIDENCE TO PARTICIPATE IN
THE LESSONS
26%
53%
21%
A lot
Few
Nothing
Source: Flores, Edber; Vindas, Dixon (2017)

18. GRAPH N° 5. TEACHER AND DYNAMICS OF THE
CLASS HELP STUDENTS BUILD SELF-CONFIDENCE
BY EXPRESSING THEMSELVES IN ENGLISH
16%
68%
16%
A lot
Few
Nothing
Source: Flores, Edber; Vindas, Dixon (2017)

19. GRAPH N° 6 REASONS WHY STUDENTS FIND
DIFFICULT TO LEARN ENGLISH
16%
32%
10%
42%
Lack of interest
Form received material
Bad experiences with the language
Don´t like the language
Source: Flores, Edber; Vindas, Dixon (2017)

20. GRAPH N° 7 THE ECONOMIC CONDITION OF THE
STUDENTS, AGE, PLACE OF ORIGIN, AND ACADEMIC DEGREE
OR ENGLISH LEVEL IS A LIMITATION FOR THE ENGLISH
LEARNING DURING THE COURSE
74%
21%
5%
A lot
Few
Nothing
Source: Flores, Edber; Vindas, Dixon (2017)

21. GRAPH N° 10 THE GOOD RELATIONSHIP BETWEEN TEACHER-
STUDENTS CONTRIBUTED TO MAKE THEM FEEL MORE
CONFIDENT WHEN COMMUNICATING IN ENGLISH
79%
16%
5%
A lot
Few
Nothing
Source: Flores, Edber; Vindas, Dixon (2017)

22. GRAPH N° 11 LEARNING STYLE OF THE
STUDENTS
16%
11%
31%
42%
Visual
Listening
Repetition
Writing
Source: Flores, Edber; Vindas, Dixon (2017)

23. CONCLUSIONS
 Conclude the existence of limited resources for using the audiolingual
method in this institution due to lack of enough adequate instruments
for the use of all the teachers of English and the teachers of other
subjects.
 The didactic resources are very limited, most of the time the only
didactic resource that can be given to students are photocopies

24. CONCLUSIONS
 When the feedback is done in a audiolinguistical
environment the feedback is very positive because there
is more motivation of the students towards the language
and students really feel in the mood for learning and for
practicing more the speaking skill
 The fear students feel is real. If the teacher is not well
trainer the class will be a failure, because the students
will not understand and will not feel comfortable at all
when trying to speak in English

25. RECOMMENDATIONS
Get new and more equipment
Good class planning
Use of audiovisual aids
Create a friendly class enviroment
Create more real situations in class.

26. PROPOSAL OF AN ONLINE
TOOL WHICH STUDENTS CAN
GET CONNECTED AT ANY
TIME AND CHECK ALL THE
MATERIAL THE TEACHER CAN
UPLOAD ALL THE WEEKS

27. GENERAL OBJECTIVE
To propose an online tool which students
can get connected at any time and check
all the material the teacher can upload all
the weeks.

28. SPECIFIC OBJECTIVES
 To define which are the best online tools to
give the students and teachers all the new
materials for the learning - teaching process.
 To implement the online tool that fits better
and is friendlier to the necessities of the high
school, students, and teachers.

29. PROPOSAL DEVELOPMENT
STAGE 1
To make a selection of at least 2 teachers that will be in charge of
developing and give the required support of the tool during all the year.
The teachers must be all the time at school and be totally committed to
make it work.
STAGE 2
To study which of the following online tools is better to develop at Cindea
28 Millas, Limon. Facebook, twitter, Google blogger or Goggle Classroom.

30. STAGE 3
When the tool is already selected the page administrators
(teachers) star developing the page with the main
information of the high school and the purpose of the page
as well as the rules.
STAGE 4
Then when the page is ready invite all the students to access
the page and tell all them the rules.

31. STAGE 5
To make an activity with all the students to promote the use of
the page during the whole day and give the respective support
to the students and the other teachers that want to participate.
STAGE 6
Analyze the impact of the on line tool on students of the
selected institution to know how they have improve their 4
skills

32. COST OF THE PROPOSAL
DESCRIPTION AMOUNT UNIT COST COLONES TOTAL COST COLONES TOTAL COST DOLLARS
Transportation 10 10000 100000 172,41
Profesional hours 15 17000 255000 440.03
Total 25 27000 355000 612.59

33. SWOT OF THE PROPOSAL
 STRENGTHS
 It is an excellent option for the teachers to get a better lesson and more
understandable for students and easier to learn English in a more natural way,
because of the use of online material that can give at any time, and students
can also access it wherever they need it.
 WEAKNESSES
 This method requires a lot of patience from the teacher and a very good
preparation of the materials to be uploaded at the blog. Well as the teacher
knowledge of the method presented to the students. Lack of preparation on
the teaching method. Also Methods are not very well known by many
teachers as a way for teaching English

34. SWOT OF THE PROPOSAL
 OPPORTUNITIES
 This an innovative way for teaching that drives the students to a natural form of learning
English. The reinforcement to students in a positive way leads the students feel better
when learning the language and helps to create an innovative and helpful environment to
speak English.
 THREATS
 Lack of interest of some students that do want to make a big change on the lifestyle they
are accustom.
 Teachers that are not in property because they will not feel identified with the cause of
the implementation of the method. Maybe they feel that they do not belong to
institution and will not give the required attention of the project.
 No extra compensation for the implementation of the method that maybe will be not a
way for calling the attention of the teachers.
 Lack of equipment of the institutions that are needed to implement the Audiolingual or
the online tool method or obsolete kits for teaching the language.

35. IMPACTS OF THE PROPOSAL
INSTITUTIONAL IMPACT
The institution will have a complete change of teaching
English as a second language because of the use of this new
method. It will lead the students to communicate totally in
English on a short period and that will make the institution to
get more competitive on the educational market, because
teachers, students and all the administrative part will feel
proud of having the best methods of learning language on
their institutions.

36. COMMUNITY IMPACT
The community will be affected in a positive way because
they will have an institution that are forming better students
that will really speak and communicate in English in a fluent
and correct way. Also the students will feel proud of
belonging to a community that give shelter to a leader
institution of the province.

37. SWOT OF THE PROPOSAL
This proposal has some strengths that Will drive it to an
excellent option for the teachers to get a better lesson and
more understandable for students and easier to learn English in
a more natural way, because of the use of online material that
can give at any time, and students can also access it wherever
they need it.

38. OTHER STUDIES DERIVED
Training of teachers of the new methods that helps students to
learn English as a second language, as well as application of the
new techniques that lead a better speaking and writing in English.
Also it is very important to take into account audio- visual aids
that improves the four skills (listening, speaking, reading and
writing) in English and the advantages and disadvantages of the
new methods for teaching English as a second language. Moreover,
teaching English to students with special needs using the
Audiolingual method and can other methods be mixed with the
Audiolingual method to teach English as a second language.