Analysis of the strategies used by teachers when implementing the applications of Omar Dengo Foundation in listening comprehension for 9th graders at Liceo Rural La Celina Siquirres, 2018

UNIVERSIDAD MAGISTER
FACULTAD DE EDUCACIÓN
CARRERA DE LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS
ANALYSIS OF THE STRATEGIES USED BY TEACHERS WHEN
IMPLEMENTING THE OMAR DENGO FOUNDATION APPS IN
LISTENING COMPREHENSION FOR 9th GRADERS AT LICEO RURAL LA
CELINA SIQUIRRES, 2018
FERNANDO MCCALLA BARRANTES
PABLO RAMÍREZ PORRAS

BACKGROUND OF THE PROBLEM
 Increment of the development of technology.
 Creation of new spaces for communication and interaction between
people.
 New educational models:
Importance of creating and demonstrating new teaching strategies to rise on
the learners a language proficiency and academic competence
 The use of technologies in education as instruments to expand the
potentials and functionalities of people

PROBLEM STATEMENT
How efficient have the apps provided by Omar Dengo been managed for
listening comprehension improvement since their incorporation in Liceo
Rural La Celina by 9th graders teachers?

GENERAL OBJECTIVE
To analyze the efficiency of the strategies used by teachers when
implementing the apps provided by the Omar Dengo Foundation in
listening comprehension for 9th graders at Liceo Rural La Celina, 2018.

SPECIFIC OBJECTIVES
 To determine the factors that influence the use of educational apps in English classes identifying
the convenience of their use in the classroom.
 To describe the characteristics of the apps provided by Omar Dengo Foundation analyzing their
benefits for the teaching process.
 To analyze the impact of the apps in the improvement of listening skills for assessing a constant
incorporation of technology in the syllabus. 9

SPECIFIC OBJECTIVES
 To establish the legal terms and conditions defined by the Omar Dengo Foundation on the
usage of apps for educational purposes.
 To propose a set of strategies when using apps during the listening classes with the purpose of
facilitating the teaching-learning process.

VARIABLES
 Factors that influence the use of educational apps in English classes
 Characteristics of applications provided by Omar Dengo Foundation
 Advantages and disadvantages of using apps in the class
 Impact of applications on listening skills
 Terms and scope established by the Foundation on the usage of apps for
educational purposes

SCOPE
 The research pretends to analyze the use of the Omar Dengo Foundation
Apps in relation to the improvement of the listening skills of the students.
 The findings of the research will be used as a proposal to apply different
strategies which are going to help teachers in their class development and
students to improve their listening skills.

LIMITATIONS
The availability of technological devices that both teachers and students
have when using the educational apps and the proficiency of the
teachers while working with these apps. Because, some students may
not know how to handle with educational apps in the process of data
collecting.

HISTORICAL REVIEW
 La Celina is a community originated in 1926 with the installation of the United Fruit
Company.
 1982 there was an invasion by emigrants from Guanacaste and Nicaragua.
 Sowing of traditional products like banana, yucca, rice, the lack of connection with
export markets of non-traditional products
 Liceo Rural La Celina was founded in 2005 as a Telesecundaria modality with 14
students enrolled for the 7th level.

POPULATION
POPULATION OF LICEO RURAL LA CELINA, 2016

MAIN PROBLEMS OF THE COMMUNITY
AND HIGH SCHOOL
Community
 Terrible conditions of the main road
 Little citizen participation in favor of
community development
 The passivity of the inhabitants
 Conflicts among leaders of the area
 A community health center is missing
High School
 Need of the construction of the new
high school
 Storage space for solid waste
(recycling area)
 Lack of furniture, divisions in the
classrooms to avoid noise
 Maintenance of the electrical
installations

THEORETICAL FRAMEWORK
 USE OF TECHNOLOGY AND EDUCATION IN THE CLASS
In accordance with Klopfer, E., Osterweil, S., & Haas, J. technology might have a
common relationship with the teaching-learning process, due to the development
of new technologies impulses educators to understand and leverage the
innovations for classroom use; at the same time, the implementation of new
technologies in the classroom can directly impact how these technological
innovations continue growing. (Klopfer, Osterweil, Groff, & Haas, 2009, p. 3).

 DEVELOPMENT OF THE EDUCATIONAL APPS FOR LEARNING LANGUAGES
According to Godwin, R. (2011) As long as there have been portable audio-video and
computing devices, there has been interest in exploring their use in language learning. As
portable cassette players yielded to iPods and other MP3 players, the new capabilities of
the hardware led to enhanced use of audio-based learning such as language podcasts with
integrated transcripts. (p. 2)

 APPLICATIONS FOR LEARNING ENGLISH LANGUAGE
As mentioned by Hussein, E. & Cronje. (2010); Uden. (2007) and cited by Guo, H.
(2013) mobile learning increases the mobility of learners. With portable and personal
mobile devices, learners could be involved in more flexible, accessible and
personalized learning practices without constraint on places. The authors mention
that mobile learning devices are capable to significantly improve the sense of the
learners about individuality and community in addition to their motivation to learn
through actively participating in several social, collaborative and cooperative spaces.
The authors claim that learners could enjoy the ownership of learning with a certain
amount of freedom and independence. (Guo, 2013, p. 15-16).

APPLICATIONS PROVIDED BY OMAR DENGO
FOUNDATION IN THE COMPUTERS USED AT REM@
PROJECT

NAME OF THE APP DESCRIPTION
Microsoft Office
It is a text processor with which users can create any type of written document, letters,
memos, among others.
Microsoft Power Point
This is a program to create presentations, add animations, effects between slides, bold
letters, images and sounds.
Audacity
Program that allows to record sounds, music and change the format, the creation of
tracks and audio podcasts, to listen to any sound player, cell phone, computer, sound
equipment.
Cmaptools
Program to create conceptual maps, maps can be exported as images, change the font
type and color, as well as the color and thickness of lines, adding images.
Playcomic
It is a program for the creation of stories, contains scenarios and images, it can create a
story supported with images.
Movie maker
Part of the Windows programs, ideal for making and editing videos, users can add

MIXED METHOD APPROACH
 Due to the nature of this research, there was applied the mixed method
approach
 There is a combination of both the quantitative approach (objective
analysis), and the qualitative approach (subjective analysis) in the process
of collecting and analyzing data.

SUBJECTS AND SOURCES OF INFORMATION
Subjects
 Students of a group of 9th graders
 The respective English teacher in
charge
Sources
Primary Source:
-Data collected through the research
Secondary Source:
-Information obtained based on the
official documents of the educational
institution

Population and sample
 The sample consisted of 5 students from 9th grade
These students are mature enough; aspect to take into account at the time of
the application of the instruments.
All students at this level have electronic devices such as smart phones,
computers, or tablets.

ANALYSIS AND INTERPRETATION OF THE RESULTS

ANALYSIS OF THE OBSERVATIONS
The observations took place at Liceo Rural La Celina Siquirres with a 9th
grade group. In order to get a wide understanding on how the apps
provided by Omar Dengo Foundation are being used in the class
development.

ADVANTAGES AND DISADVANTAGES OF
USING APPS IN THE CLASS
 Advantages:
 The teacher can include different and innovative practices to the class.
 The computer is a great tool to develop listening practices in the class.

 Disadvantages:
 Students sometimes bring the computer to the class, sometimes they do not.
 Some of the students claim that their computers stopped working.
 Apparently some students do not have the same computer knowledge than others of
their classmates.
 The internet Access is too slow.
 In the English classroom there are no walls

ANALYSIS OF THE INTERVIEW
The purpose of the interview was to obtain information and the
perspective of the teacher the entities of the study, use of technology
for teaching purposes and issues related to the participants.

FACTORS THAT INFLUENCE THE USE OF
EDUCATIONAL APPS IN ENGLISH CLASSES
 There are missing basic resources such as walls in the classrooms or
drinking water.
 In Costa Rica there are educational institutions that swim in resources
and support, while there are some others which have been forgotten and
abandoned.
 Expectations versus reality

 Applications should be eye-catching, interactive, and innovative.
 The use of technology in the classroom should be seen as a necessity, instead of being
seen as a privilege.
 Nowadays children and adolescents know much more about technologies than teachers.
 The use of technology: Desire versus fear.

CHARACTERISTICS OF APPLICATIONS PROVIDED
BY OMAR DENGO FOUNDATION
 The educational filter is clearly a very valuable tool.
 In many of the rural high schools is a utopia the correct
application of the different technological tools with which
other educational centers are now achieving valuable results.

IMPACT OF APPLICATIONS ON LISTENING SKILLS
 The listening skill is essential, he mentions that in his personal opinion
listening is the most important ability in conjunction with the oral part.
 The most relevant advance when learning a second language is to
understand and speak it.
 The educational system of our country is focused on reading and writing
skills.

TERMS AND SCOPE ESTABLISHED BY THE FOUNDATION ON
THE USAGE OF APPS FOR EDUCATIONAL PURPOSES
 Internet filters prevent users from accessing web pages that contain
pornographic content, violence, the use prohibited substances, drug
abuse, and the use of social networks with adult content.
 The agreement that exists between the institution and the Omar Dengo
Foundation is adaptable to the curriculum

ANALYSIS OF THE QUESTIONNAIRES
INFORMATIC APPS FOR EDUCATIONAL PURPOSES
Source: Chart 2
As it is observed, there are just 20% of the surveyed participants which do not consider that the computing applications can be
useful as a tool for teaching purposes. In the other hand, most of them agree with the idea of using those applications for improving
the teaching learning processes.
80%
20%
Yes No

THE ROLE OF THE STUDENT WHILE WORKING WITH THE
EDUCATIONAL APPS
Source: Chart 3
As it is observed, the 60% percent of the students consider that they have an active role during the class when they are working in
the mediation activities created by the teacher using the educational applications provided by Omar Dengo Foundation. For this
aspect, it is important that a high percentage of the students with an amount of 40% of them consider their role is passive.
60%
40%
Active Passive

THE ROLE OF THE TEACHER WHILE WORKING WITH THE
EDUCATIONAL APPS
Source: Chart 4
40% of the students surveyed consider the role of their teacher is a passive role when using the educational applications provided by Omar
Dengo Foundation during the development of the class. Which close to the 60% of them who consider it active.
60%
40%
Active Passive

FRECUENCY OF THE USE OF THE APPLICATIONS PROVIDED BY OMAR
DENGO FOUNDATION BY THE TEACHER IN THE CLASS
Source: Chart 5
It is possible to observe, the frequency in the use of the apps provided by Omar Dengo Foundation is located by the student in the range of
“sometimes” with an 80% percent. It means these tools are not a constant part of the class development.
20%
80%
0
Always Sometimes Never

KNOWLEDGE OF THE STUDENTS ABOUT EDUCATIONAL APPLICATIONS PROVIDED
BY OMAR DENGO FOUNDATION APPLIED FOR ENGLISH TEACHING
Source: Chart 9
80% of the students can identify the educational applications provided by Omar Dengo foundation for the English area. For
the rest, the 20% they argued not to know which those applications are.
80%
20%
Yes No

SELF-MANAGEMENT IN THE USE OF THE EDUCATIVE
APPLICATIONS
Source: Chart 11
It is noticeable that only 20% of students do not have problems managing the educational applications when it is required during the class,
but 40% of them consider that their management of the applications is bad which means that it is why they may have difficulties in the class.
20%
40% 40%
Excellent Good Bad

PERCEPTION OF THE SUPPORT PROVIDED BY OMAR DENGO
FOUNDATION WITH RESPECT TO THE APPLICATIONS
Source: Chart 12
Any of the students consider that the support provided by the educational applications provided by Omar Dengo
Foundation is excellent. Also, 40 % of them consider this support is bad. Another point about, the other part of the
students is not informed about the details of this agreement between the high school and the foundation.
0%
60%
40%
Excellent Good Bad

QUALIFICATION GIVEN TO EDUCATIONAL APPLICATIONS
PROVIDED BY OMAR DENGO FOUNDATION
Source: Chart 14
There is a positive qualification when talking about the usage of the educational applications by the students where
they set with both easy and accessible the utilization of this tools for learning. Only 20% of the students consider
that the applications are complicated.
40% 40%
20%
Easy Accessible Complicated

ABOUT THE INCORPORATION OF THE EDUCATIONAL
APPLICATIONS PROVIDED BY OMAR DENGO
FOUNDATION
Source: Chart 15
80% of the surveyed students qualify from excellent to good the incorporation of the educational applications
in the. In the other way, there is just a 20% of them which qualify it as bad.
20%
60%
20%
Excellent Good Bad

OPINION ABOUT THE IMPROVEMENT OF THE
PROCESS OF LEARNING
Source: Chart 18
60% of the surveyed students consider that the addition of these technological tools has improved their process
of learning in general. As the interphases provoke a better perception of the subject.
60%
40%
Yes No

OPINION ABOUT THE IMPROVEMENT OF THE
LISTENING SKILLS THOUGHT THE USE OF THE
EDUCATIONAL APPS
Source: Chart 19
80% of the students surveyed believe that the use of the educational applications provided by the Omar Dengo
Foundation contributed in the development of their listening skills in the English subject.
80%
20%
0%
Plenty Few Nothing

WITH RESPECT TO THE EDUCATIONAL FILTER OF THE
COMPUTERS PROVIDED BY THE OMAR DENGO
FOUNDATION
Source: Chart 24
60% of the surveyed students ignore that there is a filter programmed in the equipment
provided by Omar Dengo Foundation that regulates what can be done in the computers.
20% 20%
60%
Functional Non-functional Do not know

CONCLUSIONS AND RECOMMENDATIONS

 The main objective of this investigation was to study the use of educational apps
provided by Omar Dengo Foundation in the class development and planning at Liceo
Rural La Celina, Siquirres.
 It will be essential to identify the real potentials of employing these tools in the curricular
development of the English classes specifically in the area of listening. In spite of the fact
that there was equipment available for the implementation of the tools.
 The research revealed that there were other aspects which are affecting the use of the
apps that make difficult to get a better exploitation of the resources in the class.
CONCLUSIONS

ITEM QUANTITY
COST PER UNIT
(COLONES)
TOTAL COST
(COLONES)
TOTAL COST
(DOLLARS)
Professional hours
125 / 2 people/ 8
days
13.602.60 3.400.650 5.914.17
Materials 10 15.000 150.000 260.86
Transportation 100 L / gas 604 60.400 105.04
Food for 2 people 2 / 8 days 44.000 88.000 153.04
Total 3.701.035.96 6.436.58

RECOMMENDATIONS
 It is necessary to instruct teachers how to collect the necessary
information for developing interesting mediation activities.
 It is important to involve students in the active process of learning.
 It is suggested the implementation of workshops that encourage the
proper and professional use of the application of the technology
package of the Omar Dengo Foundation.

 There must be an adequate plan prepared by the teacher prior to the class that
integrates activities that strengthen the listening area.
 Teachers should apply listening activities using the educational apps as much as
possible to improve this skill.
 The options referring to technical support and training must reach all instances of
the institution so that in case of failure, the user may have an adequate and
trained technical service to solve the problem.

PROPOSAL OF A PEDAGOGICAL DIGITAL GUIDELINE
DESIGNED TO IMPROVE THE LISTENING SKILLS
THROUGH THE USE OF THE APPS PROVIDED BY
OMAR DENGO FOUNDATION

PREFACE
This proposal is going to be focused on the design of a web page which
will contain a specific guide not only for English teachers, but also for the
educational institution in general terms.

GENERAL OBJECTIVE
To create a web page that works as a guideline for English teachers in
the use of the apps provided by Omar Dengo Foundation in listening
comprehension for 9th graders at Liceo Rural La Celina, 2018.

SPECIFIC OBJECTIVES
 To include mediation strategies, materials, and ideas for the usage of the
apps provided by Omar Dengo Foundation according to the study plan of 9th
graders from MEP in the web page for English teachers.
 To design a guideline for English teachers that allows them improving the
use of listening strategies in the classroom.

SCOPE
This web page will be developed with the purpose of being used at Liceo
Rural La Celina, Siquirres. This technological tool will be focused on the idea
of putting into practice the apps of Omar Dengo Foundation in order to
improve the listening skills of the students of ninth grade.

PROPOSAL DEVELOPMENT
 PHASE 1: THE CREATION OF A GUIDELINE OF RECOMMENDED LISTENING STRATEGIES
DEVELOPED FOR ENGLISH TEACHERS.
 PHASE 2: THE DESIGN OF THE WEB PAGE CALLED “LISTENING FOR LEARNING”

ITEM QUANTITY
COST PER UNIT
(COLONES)
TOTAL COST
(COLONES)
TOTAL COST
(DOLLARS)
Professional hours
125 / 2 people/ 8
days
13.602.60 3.400.650 5.914.17
Materials 10 15.000 150.000 260.86
Transportation 100 604 60.400 105.04
Food for 2 people 8 days 44.000 88.000 153.04
Total 3.701.035.96 6.436.58

SWOT ANALYSIS OF THE PROPOSAL
 STRENGTHS:
The institution has the necessary computer equipment for
the development of the strategies.
The agreement of this high school with the Omar Dengo
Foundation provides both equipment and applications that
are installed and ready for being used.

SWOT ANALYSIS OF THE PROPOSAL
WEAKNESSES
 The institution belongs to a community of a rural area, which
could cause problems of connectivity to internet networks
 Assignments such as homework and individual projects would be
limited in terms of the access that students have to the tools they
would need to carry them out.

 OPPORTUNITIES
 For this institution, there is a possible growth in the use of nontraditional strategies in teaching,
not only in the areas of English, but also in the other academic areas. As a result, the institution
could become a model for others.
 Current educational needs increasingly require that students be exposed to the use of computer
technologies.

 THREATS
 These rural areas have distinctive situations that affect everyone in the community for example
there are problems related to drugs, domestic violence, thief, among others.
 To deal with the security of equipment, infrastructure and the representatives of the institution.
 To the willingness of the teachers to incorporate these technologies into their class planning as
they are in charge of teaching.

 INSTITUTIONAL IMPACT: It would become a positive aspect to have a specific
guide that facilitates the use of these tools as part of their management.
 COMMUNITARY IMPACT: It is known that a higher educational level favors
the communities to present better social and economic indicators which would
be beneficial for the area.
 STUDENTS AND TEACHERS IMPACT: These types of proposals are on the one
hand a more updated way of presenting the students the topics and in turn
facilitate learning because using different methods students will be more
attracted and motivated. On the other hand, teachers have the opportunity to
exploit resources that facilitate their work

Analysis of the strategies used by teachers when implementing the applications of Omar Dengo Foundation in listening comprehension for 9th graders at Liceo Rural La Celina Siquirres, 2018

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Analysis of the strategies used by teachers when implementing the applications of Omar Dengo Foundation in listening comprehension for 9th graders at Liceo Rural La Celina Siquirres, 2018