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1. POWER PRESENTATION
UNIVERSIDAD MAGISTER
FACULTAD DE EDUCACIÓN
ESIS DE GRADUACIÓN PARA OPTAR AL GRADO DE LICENCIATURA EN LA ENSEÑANZA
DEL INGLÉS
ANALYSIS OF THE ENGLISH TEACHING COACHING TECHNIQUES USED IN 11st
GRADERS AT CINDEA PAVAS, 2017
JOSE MIGUEL AMADOR CALVO
SETIEMBRE ,2017

2. .
JUSTIFICATION
English as a foreign language is focused in using abilities and knowledge
in daily life; however, the study program is not separated from the public
issues that institutions face concerning time, meetings that teachers have
to face leading to a poor oral production, in a few times. Consequently, to
get the goal of teaching English oral skills, the methodologies have to be
replanted, in order to get a better oral performance.

3. PROBLEM STATEMENT
How does Educational Coaching Techniques for teaching English enhance English
oral skills on 11th graders at CINDEA of Pavas?

4. GENERAL OBJECTIVE
To identify Educational Coaching Techniques for teaching English in 11th graders with
the aim of improving oral skills in students at CINDEA Pavas.

5. SPECIFIC OBJECTIVES
 To analyze different types of educative coaching strategies that teachers
can apply for improving speaking skills of 11th graders.
 To evaluate different types of educative coaching activities that teachers can
use for enhance speaking skills on 11th graders.
 To explore different evaluation methods that professors can use for improving
speaking skills on 11th graders
 To propose new strategies for English teachers for improving the oral skill of the
CINDEA Pavas 11th graders.

6. VARIABLES
 Types of Educative Coaching strategies for improving speaking skills.
 Types of Educative Coaching activities for improving speaking skills
 Evaluation methods for improving speaking skills.

7. INSTITUTIONAL FRAMEWORK
 Institution :CINDEA , PAVAS .
 Location: Rincón Grande , Pavas , San Jose , Costa Rica .
 Mision: Night High School Cindea Pavas is a school that develops students'
abilities and educational skills for life through excellence, comprehensive and
inclusive manner, to support the socioeconomic development of Pavas District.

8. METHODOLOGICAL FRAMEWORK
Type of investigation
 Mixed methods research is the type of investigation in which researchers
combines elements of qualitative and quantitative approaches.
 Population:
 The subject are 25 students from 11th graders of CINDEA Pavas.
 Sources:
 11th students, and Teachers from CINDEA, Pavas

9. COACHING APPROACH DEFINITION
 Coaching is a technique that seeks to discover the science of the
human being, as a particular entity. It is a process that is created
between at least two People where one (the coach) tries to have the
other (the coachee)

10. ANALYSIS AND INTERPRETATIONS OF THE RESULTS

11. ANALYSIS OF THE OBSERVATION
From the observation of 11th graders from CINDEA , Pavas, It was seem
that, during English class time, there were not use coaching strategies,
activities, and any source of coaching assestment.

12. ANALYSIS OF THE INTERVIEW
While the interview of teachers, it was widely noticed the lack of knowledge
from the English tutors regarding Coaching Strategies, activities, and
evaluation coaching process.

13. ANALYSIS OF QUESTIONNAIRE
GENDER OF THE STUDENTS
9%
91%
0%0%
MALE
FEMALE

14. STUDENTS MOTIVATION DURING THE CLASS
8%
40%52%
0% Always
Sometimes
Never

15. EXPLAINING OF THE ENGLISH CLASS
12%
40%
48%
0%
Very Clear
Low Clear
Not
Understandable

16. REACTION OF THE STUDENTS TOWARD PROFESSOR HELP
32% Very Motivated
68% Wish to keep on learning
0% I do not care
0%
Very Motivated
Wish to keep on
learning
I do not care

17. CONCLUSIONS
From the observation, and questionnaires, It can be concluded that Coaching
Approach is not known by teachers; as well as, the Coaching strategies,
activities, and assessment coach are not applied during the English session
time.
For this reason, the students have a low perception of the class development,
and they expressed that they do not feel comfortable and motivated during the
English class time.
Finally, the teachers just take the class time without any new strategy that can
change the English class mood for the pupils, making the English class
sessions so monotonous.

18. COST OF THE STUDY
ITEM QUANTITY UNIT COST
(COLONES)
TOTAL COST
(COLONES)
TOTALCOST
(DOLLARS)
Transport 24 3000 72,000 124.81
Papers and
printing
1500 15 22500 39.63
University Fees 2 70000 140,000 243,48
Food and
beverages
20 4500 90,000 156.52
Professional hours 22 13 602.6 299,257.2 520.45
TOTAL 623,757.2 1,084.89
Source: Amador Calvo, Jose Miguel (2017)
Note: Exchange rate established at 574.99 colones per dollar by BCCR on July 18th
, 2017
COLYPRO professional hours rated at 13 602,60 colones on July 12th
, 2017.

19. RECOMMENDATIONS
The use of Coaching strategies, activities, and evaluation will contribute for incrementing the oral level.
Concerning this the reflective strategy will contribute to have a knowledge of the students strengths and
weaknesses to begin the sincere relationship between the coacher and the coachee, contributing to break
the students lack of the English class sessions low of interest. New activities, and coaching assessment
can contribute for increasing oral English level in 11th graders from CINDEA,Pavas.
.
Besides, for teachers to know about Educative Coaching will help them to have a positive attitude at the
time of beginning the English classes, transmitting the students a positive atmosphere for learning English.

20. PROPOSAL OF STRATEGIES FOR
DEVELOPING COACHING TECHNIQUES
FOR 11TH GRADERS AT CINDEA, PAVAS,
2017

21. GENERAL OBJECTIVE
To propose new strategies for English teachers for improving the oral skill
of the CINDEA Pavas 11th graders.

22. SPECIFIC OBJECTIVES
To elaborate a Coaching reflective strategy to improve the ability of the
student to develop English oral comprehension.
To elaborate a series of reading activities to improve the skills of the
students to develop English oral comprehension.

23. TARGET OF THE PROPOSAL
The proposal motivates teachers to use new strategies and activities
concerning Educational Coaching. Based on the explanations about the
new activities, teachers are going to implement new some didactic
materials in order help students to have a better understanding of the
topics, and to increment the speaking English level. Teachers are going to
be instructed in a series of scheduled sessions for getting to know the
strategies suggested.

24. AXIS OF THE PROPOSAL
The main idea of this proposal is to introduced strategies and activities for
being used in the classroom. Some educative containing this proposal are:
REFLECTING COACHING STRATEGY
READING ACTIVITIES FOR REINFORCING ORAL SKILLS
REFLECTIVE CYCLE

25. IMPACTS OF THE PROPOSAL
By implementing the proposal activities, the community will have the
opportunity of getting more interested in learning English as a second
language.
Besides , they will get a list of English meaningful classes activities
for being use in their personal learning growth, and the neighborhood
can also have the opportunity of making a positive change, in the
manner they learn English.

26. IMPACT ON THE COMMUNITY
The community of Rincon Grande de Pavas is a great town full of brave people that
want to succeed in daily life; but also, they have to overcome social issues such as
the lack of job opportunities, academic failure, and demotivation feelings in the
population of this community.
Consequently, if professors can introduce new strategies and activities to the student
community, they can lean them, and apply the knowledge, out of the classrooms, to
overcome the negative feelings surrounding them.

27. IMPACT ON THE INSTITUTION
This proposal introduces new tools for reinforcing professors strategies for teaching,
contributing to decrease the effects of the lack of students interested in the English
subject matter at the time to speak English, the main objective is use strategies
which help teachers and students to fight against this problem, but more than that
the possibility to allow a mind changing in the way tutors delivered the class in
order to understand that offering, developing and improving confidence and security
of learners, it is possible to reduce those fears and encourage and challenge
students to have a better oral production.

28. OTHER STUDIES DERIVED
 The effectiveness of reading activities for reinforcing speaking skills
 The impact of the Reflective strategies on the students
 Study of the effectiveness of the Reading Workshops activities
 Coaching and the Fear Barrier
 Disabilities and Coaching
 Applying of Coaching in minorities
 How to implement Coaching in Majors?