Lenguas Modernas
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Item 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 English teachers' attitudes concerning their use of L1 in the classrooms: an exploratory sequential study(2022) Campos Morales, Meilin Alejandra, 1997-; Chaves González, Brayner Snaider, 1999-; Leiva Guerrero, Alisson María, 1996-; Quirós Montenegro, Jennifer María, 1992-; Sevilla Morales, Henry, 1986-This study aimed to explore what common attitudes in-service MEP English teachers hold towards their own use of L1 in the classroom by conducting an exploratory sequential study in the Western zone of Costa Rica (San Ramón, Palmares, Sarchí, Grecia, and Naranjo). The literature reviewed expounds on the lack of evidence in Costa Rica to acknowledge the attitudes that arise in teachers while using the resource of L1 further to advance students¿ progress in their L2 learning process. A QUAL-Quan research design was used for this study. Four MEP English teachers comprised the qualitative sample, which consisted of a semi-structured interview and a post-interview reflection form. After administering these instruments, twenty-two educators collaborated in the quantitative stage, which involved the administration of a survey, giving a final total of twenty-six informants. The four qualitative interviews were handled during Zoom sessions, while the post interview reflection and survey were run using Google Forms documents. Some of the participants were contacted directly at MEP institutions, while others were reached via social media. In general, findings indicate that the majority of the participants acknowledged using Spanish in their classes, which was generally linked with the attitude of empathy toward students. Results also suggest that, according to the participants' beliefs, making use of L1 works as a tool for teaching-learning purposes, which facilitates comprehension, benefits class management, promotes a sense of confidence, and decreases levels of frustration, anxiety, and stress. None of the informants reported to endorse unlimited use of L1; instead, they highlighted that it is paramount to control the amount of L1 employed in order to avoid its overuse.Item The Effectiveness of Using Feedback Instruments for Assessing Writing Short Stories in a Tenth Grade Group from CINDEA Judas, in the third school district at Dirección Regional de Educación of Puntarenas, during the second school term, 2020(2021) González González, Isaac, 1997-; Guzmán Arroyo, Kristel, 1995-; Molina Muñoz, Stephanie, 1997-; Vindas Espinoza, Juvenal, 1997-; González Porras, Jorge Andrés,This study reports on the effectiveness of using feedback instruments for assessing the writing skill of tenth grade students using short stories. This action research study followed a mixed methodology. The participants were 11 students ages 15 to 42, in a tenth-grade group from CINDEA Judas in the third school district at Dirección Regional de Educación of Puntarenas, during the second school term of 2020. The main objective of this research was to examine the possible effectiveness of implementing feedback instruments for assessing writing skills with a sample population through the creation of short stories. Interestingly, the researchers found that 73% of students (8 learners) improved their writing proficiency at the end of the fieldwork stage. The results obtained revealed that the use of feedback instruments is effective in upgrading a learner´s writing mastery. For instance, 55% of the participants were able to increase their vocabulary repertoire. Also, for the final result, 45% of the students gained satisfactorily outcomes and 55% of the learners improved their scores in their grammar insights showing a marked improvement compared to the diagnostic test results. Finally, the researchers concluded that through the implementation of feedback instruments using short stories strategies EFL learners can improve their writing skills more effectively. Lastly, it is recommended that MEP authorities train their language instructors in the use of this pedagogical strategy.Item Circumlocution, approximation, and word coinage: strategies to improve eighth-grader´s autonomy in oral performance at experimental bilingual high school of Palmares(2017) Arrieta Lara, José Félix; Esquivel Miranda, Juliana; Morales Jiménez, Melissa; Quesada Montoya, María José; Quirós Rodríguez, Kenneth; Rodríguez Sibaja, Juan José; Sevilla Morales, HenrySe estudia el proceso de fomentar la autonomía en el aula de inglés por medio de tres estrategias comunicativas fundamentales: circunlocución, aproximación y acuñación de palabras para mejorar las habilidades orales de los estudiantes. Se trata de una investigación de enfoque de método mixto (QUAL-quan), ya que los datos cualitativos son dominantes sobre los datos cuantitativos y ambos se recopilaron en las mismas fases del estudio, enmarcados en una investigación de estudio de caso porque el proyecto buscaba evaluar el nivel de autonomía de los estudiantes en tareas orales. Los sujetos incluyen 12 estudiantes de octavo grado del Liceo Experimental Bilingüe de Palmares. La recopilación de datos se llevó a cabo mediante una hoja de observación de los estudiantes, un cuestionario para los estudiantes, una rúbrica de evaluación de tareas comunicativas y un cuestionario para el profesor. Los resultados develan efectos positivos de las estrategias comunicativas propuestas; los estudiantes mejoraron su rendimiento al usar el idioma inglés; sin embargo, el docente colaborador señala que las estrategias pueden ser difíciles de poner en práctica para los estudiantes con bajo nivel de competencia. Ante ello, el equipo investigador diseñó un folleto de actividades comunicativas como fuente para implementar las estrategias propuestas. Los hallazgos sugieren un grado de correlación entre las estrategias implementadas y el desarrollo de la autonomía en la población estudiada.Item Easing the learning of the simple past and past participle of irregular verbs in English through the use of applications for smart devices: a case study with tenth graders from Colegio Nacional Marco Tulio Salazar, site Central Elementary School, Atenas = Facilitar el aprendizaje del pasado simple y participio pasado de los verbos irregulares en inglés por medio de las aplicaciones por dispositivos inteligentes: un estudio de caso con los estudiantes de décimo grado del Colegio Nacional Virtual Marco Tulio Salazar, sede Escuela Central, Atenas(2017) Garita Muñoz, Vivian; Mora Abdallah, Eduardo; Ramírez Rodríguez, Karina; Ramírez Valenciano, María Fernanda; Zamora Solano, Karen; Vásquez Carranza, Luz MarinaMastering the simple past and past participle of irregular verbs in English presents itself as a e hall en ge for Second/Foreign Language Learners because of the complexity in the morphological change of the verb root. Previous research has shown that learning such features of the English language is not only difficult for L2 learners but also for L 1 learners, and general izations and/or overgeneralizations are common. Given these facts, the purpose pursued in this study was to explore the extent to which mobile applications could support learners' acquisition of past and past participle forms of a se lected number ofirregular verbs. The participants ofthe study were a control group of 6 eleventh graders and an experimental group of 12 tenth graders who were enrol led in a public evening high school; their ages ranged between seventeen and twenty-two. Four in strume nts were used to collect the data: two questionnaires, a pre- and posttest, and active observations. The interventions consisted of applying 3 different mobile applications for students to practice a total of 49 irregular verbs. The results showed that, through the use of the target mobile applications as a complementary tool , students' motivation towards the learning of the past and past participle of irregular verbs in English greatly improved; it promoted cooperative learning, improved correct pronunciation awareness, helped students to learn the target verbs, and increased engagement and enthusiasm. Though the use of mobile applications to learn the past and the past pa1ticiple ofverbs was found to be plainly positive, further investigation is needed to determine the extent to which their use might evidence more quantitatively salient improvement overa more extended period, as restrictions in time as well as in the number of students who took part in this study were faced...Item The implementation of the task-based approach in the teaching of english for specific purposes (ESP) with eleventh and twelfth graders from the productivity and quality, logistics and administration specialties at CTP Atenas 2016-2017: a pedagogical approach = Implementación del enfoque basado en tareas en la enseñanza del inglés con propositos especificos con estudiantes de undécimo-dodécimo grado de las especialidades d eproductividad y calidad, y logística y distribución del CTP Atenas, 2016-2017: un enfoque pedagógico(2017) González Porras, Jorge Andrés; Vásquez, Luz MarinaThis study reports on the effectiveness of the Task-Based Approach in the teaching of an English for Specific Purposes (ESP) course ata Public Technical High School in Costa Rica, 2016-2017. The case study used a mixed methodology, and it included 24 students ages 16-18 as well two male teachers ages 33-34. The participants were from the Logistics and Administra/ion, and Productivily and Quality specialties at Colegio Tecnico Profesional in Atenas. First, it was found that the Study Program proposed by MEP for the teaching of English in technical high schools does not truly constitute an ESP Program but an EGP Program. Second, there is a clear need to train English Teachers on the specialty they are to work on before they are assigned to teach these types of courses. A third finding was the relevance of using authentic materials as to ensure the success in the acquisition of ESP skills needed by students before they undergo a National Standardized Test or face a real-work situation in a near future; hence, teachers shall be trained on how to prepare and select the most appropriate materials to teach ESP in various sub- specialties. The effectiveness in using the Task-Based Approach to teach ESP is supported in that, students from the experimental group increased their performance by 20% when contrasting their grades obtained in the a pre- and post-ESP test. Similarly, the results revealed that those students who were taught using the Task Based Approach have a marked improvement of 20.6% regarding General English Knowldege as compared to the grades obtained by the students from the control group (only a 1.08%). The study constitutes a point of reference for MEP authorities to improve the Study Programs for the teaching of ESP at public high schools throughout Costa Rica, given the positive results found.