Lenguas Modernas
Permanent URI for this collectionhttps://repositorio.sibdi.ucr.ac.cr/handle/123456789/16
Browse
25 results
Search Results
Now showing 1 - 10 of 25
Item Strategies to work with authentic listening materials in a high-intermediate english as a foreign language class(2011) Arley Fonseca, MargothItem The use of music-based activities to Foster stress and rhythm in virtual EFL learning(2023) Ellis Rodríguez, Abraham Ricardo; Jiménez Varela, Nicolás; Moya Mora, Yoselyn; Pacheco Salas, Lorely; Zumbado Venegas, ÁlvaroIn Costa Rican EFL classrooms, music has always been part of the learning process. Even when students enter kindergarten, they are in contact with music, which is used as a didactic tool. In this project, we examine the use of music-based activities to foster stress and rhythm in second language learning (L2) in virtual settings. We took into consideration music-based activities and English learning, and the possibility of these two being interconnected by rhythm and stress. This inquiry followed an exploratory-sequential design to, first, search for opinions, thoughts, and skills developed on a small sample and then, to determine whether the findings could be observed in a similar group. The students that formed the sample took part in oral interviews and music-based activities where data was collected from ninth-grade students at Bilingual Highschool of Palmares and the Bilingual Highschool of Grecia. In the quantitative phase, a pre and posttest was applied to measure the changes that the students had after carrying out musical activities, where stress and rhythm were taken into account; in the qualitative part, oral interviews and surveys were developed. Data showed that using music-based activities helps foster stress and rhythm in L2 in virtual learning settings. Through this study, we aimed to make a significant contribution for teachers and students implementing new learning methodologies where music might help learners improve their vocabulary, listening, and pronunciation skills while developing stress and rhythm in their L2 process. On the last chapter conclusions, limitations, and recommendations were offered. In regards of limitations, the most relevant are the fact that there is a scarce amount of local research, and the points of view addressed were just the students´. Then concerning the recommendationsItem The implementation of linguistic pedagogical activities using L1 reference background to foster L2 oral communicative competence among adult learners at CINDEA Judas, 2020: La implementación de actividades lingüísticas pedagógicas usando como referencia el conocimiento de la lengua materna para el desarrollo de la competencia oral comunicativa en un segundo idioma en estudiantes adultos en CINDEA Judas, 2020(2021) Brenes Méndez, Vivian María; González Hernández, Diego Emmanuel; Rojas Rojas, Lilieth Viviana; Solórzano Madrigal, Karol Daniela; Chacón Prado, Mónica de JesúsThe use of the mother tongue in the English class has been a controversial topic in the education field. Therefore, this study is aimed to analyze the implementation of linguistic pedagogical activities using L1 reference background to foster L2 oral communicative competence among adult learners at CINDEA Judas, 2020. For carrying out this objective, there was selected one control and one experimental group, considering a sample of six and ten participants, respectively. Moreover, five linguistic pedagogical activities were applied to foster learners¿ oral communication in the target language: English. Thereby, five instruments were designed to collect the information. First, a diagnostic test was applied to gather students¿ starting English level; referencing their scores to the CEFRL parameters. Second, a Likert scale to evaluate participants¿ performance during the activities. Third, a post-test presented the effectiveness of the activities. Fourth, one survey was done to the participating students and one interview to the collaborating teacher to gather their opinion regarding the activities. Lastly, the results were analyzed in a triangulation chart; the outcomes were supported by findings of other researchers and the English Study Program proposed by MEP (2016.) Consequently, the findings from the current research showed that participants¿ English level increased; specifically, they got an upgrade on their scores. In the diagnostic test, most learners obtained a Beginner level, whereas in the post-test they all improved their grades, reaching an Elementary English level. In conclusion, the activities were implemented concerning a balance between English and Spanish; in fact, participants took advantage of this balance to increase their oral competence.Item The Blended Learning method in the teaching of vocabulary development skills to eighth graders at Colegio Dr. Ricardo Moreno Cañas, Rincón de Zaragoza, Palmares: El método de Blended Learning en la enseñanza de vocabulario a los octavos años del Colegio Dr. Ricardo Moreno Cañas, Rincón de Zaragoza, Palmares(2017) Arias Corrales, Christofer Rolando; Gamboa Rodríguez, Ricardo Alberto; Jiménez Salazar, José Asdrúbal; Rojas Piedra, Paulo Josué; Vásquez López, María YorleniAcquiring vocabulary when learning English as a second or foreign language becomes one ofthe biggest challenges for leamers. The present document explores the mended Leaming strategies to facilitate the learning of vocabulary in the Costa Rican setting. This eclectic method has as its core principie the combination ofthe traditional face-to-face instruction along with the technology-enbanced class. Even though there is enough literature about the use of this method in severa) educational settings, there is not plenty information specifically on vocabulary instruction. Hence, the researchers aimed to integrate the use of this technology based methodology to the leaming of vocabulary in Efl academic settings to improve dynamicity, motivation, and engagement in the class. This study explores the roles of the teacher and tbe student under the Blended Leaming Method of instruction. To have a clear understanding of the impact of this methodology, two groups of eighth grade from a public academic high school were taught for I O lessons; one under the Blended Leaming Method (experimental group) and the other one under the traditional method of instrnction (control group). A pre-test and a post-test were applied to both groups at the beginning and at the. end ofthe intervention. Tbe resufts ofthe tests showed how the experimental group had a dramatic improvement in their vocabulary leaming in comparison with the control group. Even though botb groups presented an improvement in the mastery of their vocabuJary, the leve) of improvement was noticealt>ly bigher in the experimental group after the 1 O lessons ofintensive work. Further, the study aimed to provide an alternative to traditional instruction that offers teachers and learners a dynamrc, moüvating, and fulrfilling experience of learning. Key words: Vocabulary development skills, vocabulary learning in foreign/second language, Blended Leaming Method, BLM, vocabulary teaching strategies, BLM-Based strategiesItem Effects of implementing the ECRIF framework on oral production participation in communicative English courses(2022) Chavarría Nájera, Nazareth; Chavarría Piñeiro, Jorge Andrés; Cubero Carranza, Katherine; Mora León, Tiary Yulissa; Rossi Flood, Amanda LynnThis thesis project analyzes the ECRIF Framework and its effects in oral production participation when utilized in Costa Rican English communicative lessons. Ten 12- to 14-year-old students participated in an ECRIF-based conversational online course to learn the target language. During the language learning process, researchers applied questionnaires, observations worksheets, and self-assessment checklists to identify and measure factors that affect oral production in ECRIF- based lessons such as participation, motivation, safety, and communicative skills. Data was collected, triangulated, and analyzed under a QUAL-quan mixed-method approach to measure the effectiveness of the framework to promote oral production. Results suggest that ECRIF- based lessons can increase students¿ oral production and participation. However, insufficient data and unpredictable factors when developing virtual lessons did not allowed to established definitive results. Adaptations and enhancements are necessary to ensure the effectiveness of the ECRIF-based lessons in an online setting.Item Sustainability of telecommuting in the Universidad Estatal a Distancia: a study on the impact of the modality on the psychosocial risk factors of teleworkers in contrast to their performance assessments(2023) Huertas Gutiérrez, Glenn; Montoya Fernández, Mónica del Carmen; Rivera López, Angélica Roxana; Trejos Pérez, Emily Yasmín; Navarro Alpízar, Ana Gabriela; Villegas Bermúdez, José AndrésItem Influence of six different language learning strategies on the language learning experience of a group of low beginners of english whose main motivation is to help their school children at home(2010) Sandí Bermúdez, IvanniaThe objective of this research study is to investigate the influence of teaching six language learning strategies to a group of seven beginning adult students at a public p1imary school in San José, who share one personal purpose: learn English to help their school children at home. The group received fourteen weeks of learning strategies training set into a great variety of classroom activities, while receiving English lessons. Questionnaires were administered to the students at the beginning and at the end of training. The analysis of the preliminary questionnaire provided comments, recommendations, and critical opinions to define students,. own learning strategies and enhance their communicative skills. The connotation of the research study is that language learning strategy preparation _should be integrated into the regular teaching program starting from the beginning levels to help students turn into more effective learners.Item Evaluation of the Application of MEP¿s Guidelines for the Assessment of Action-Oriented Oral Comprehension and Oral Production Classwork in the Listening and Speaking Class of Group 9-1 in the Current 2021 Blended Learning Context at Bilingual Experimental High School of Turrialba(2022) Brenes Prendas, Jocelyne María; Monge Zelaya, Paula Isabel; Sanabria Mora, Esteban Antonio; Solano Mata, YenifferOver the years, classwork has been considered as one of the key elements of class mediation and learning evaluation regardless of the teaching approach used in the Costa Rican public education system regulated by the Ministry of Public Education (from now on, ¿MEP¿). In the communicative approach shaped in the 1980s and 1990s, for example, classwork was conceived as a task with an emphasis on content rather than form that aimed for students to be able to communicate in class using the content studied (MEP, 2017). More recently, this has been redefined with the incorporation of the Action-Oriented Approach (from now on AOA) as the basis for the newest English curriculum at MEP. According to MEP (2017), this new curriculum based on the AOA states that classwork activities must seek for students to practice the language in a meaningful way for successful real-life task completion. Classwork should favor the performance of tasks around moments, actions, and products that are vivid, defined, and concrete for the students. Therefore, former classwork activities such as grammar handouts, completion of book exercises, and other non-action-oriented tasks are no longer considered valid techniques to assess classwork. In other words, when performing tasks in a class mediated with this new AOA-based curriculum, ¿the learner is not speaking or writing for the teacher or pretending to speak or write to another person, but rather speaking or writing in a real-life context for a social purpose¿ (MEP, 2017, p. 26).Item Interferences of Spanish on students¿ English Production at Experimental-Bilingual High Schools of The Western Region: a study on interlanguage(2022) Chavarría Madrigal, Carlos Darío; Díaz Sequeira, Limberg; Ramírez Fuentes, Isabel; Salguera Pizarro, María José; Villalobos Fuentes, Mónica; Zumbado Venegas, Álvaro7 Abstract In the present study, the most relevant Spanish interferences related to grammar were examined and interpreted as well as the implications they had on students` English proficiency. Several studies and two theories were considered to explain interference on SLA, the Complexity Theory and Interlanguage. Our research addressed the following question: What are some of the most common errors as mother tongue interferences shown by tenth- graders from The Western Region when they speak English? In this case study, teachers and students partook in oral interviews; data was collected and results were thoroughly examined. That data collected demonstrated how the target language affected the acquisition of a second language. Main findings pointed out at the perception of three recurring types of mistakes: Misuse of third person singular, incorrect syntax, and negative word transfer. Consequently, these mistakes came to be related to translation of structures, lack of exposure to English, and negative transfer. Some of the authors that theoretically backed up this study on interference focused their arguments mainly on studies made with adult populations, but the population studied in this instance were teenagers so there is a chance for the results to vary.Item A collaborative ICT-based proposal to implement the AOA mini project in a ninth-grade class at Naranjo Bilingual High School in 2021(2022) Mora Jara, Noelia; Pérez Quirós, Joselyn; Varela Méndez, Carlos; Vargas Jiménez, David; Vargas Vásquez, José MiguelAt the beginning of 2020 and up to 2021, the world underwent the acute phase of the health crisis of the Covid-19 pandemic, including widespread restrictions on mobility and gatherings. As a result, educational institutions in Costa Rica had to work entirely online, forcing teachers around the country to depend on information and communication technologies (ICTs) for their lessons. Within that context, this research examines the fulfillment of collaborative learning principles in an AOA mini project supported by ICTs and their perceived impact on the students¿ performance in a 9th-grade class at Naranjo Bilingual High School. The study followed a Classroom Action Research method grounded in a qualitative approach. The MEP AOA mini-project was carried out in a reading and writing class. In small groups, students created a blog on Edublogs, consisting of four written entries about environmental issues. The results showed that implementing ICT-based collaborative projects with the AOA mini-project structure allowed students to develop 21st century skills such as problem-solving, digital literacy, creativity, and collaboration. This research serves as a reference for English teachers in Costa Rica to enrich and improve the development of the AOA mini project. As a limitation, the students reported a need for further training on the ICT platforms used for the study since several supplementary ICT tools were involved. Furthermore, the population involved in the study was small, which does not allow for generalizable results.
- «
- 1 (current)
- 2
- 3
- »