Lenguas Modernas
Permanent URI for this collectionhttps://repositorio.sibdi.ucr.ac.cr/handle/123456789/16
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Item 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 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 use of digital flashcards as a learning strategy to foster the mastery of vocabulary in oral production tasks through Task-Based an approach in a virtual EFL classroom in a group of seventh grade students at Esparza High school(2021) Alvarado Rodríguez, Jennifer Tatiana, 1993-; Cordoba Espinoza, Andreina, 1989-; Delgado Calvo, Raquel, 1995-; Villalobos Mendoza, Luis Fernando, 1989-; Chacón Prado, Mónica de Jesús, 1981-This research encompasses the use of digital flashcards to foster the mastery of vocabulary in oral production tasks. To carry out this study, the researchers conducted different instruments in order to obtain the results, analyze the data, and verify if the objectives were fulfilled. The main aim is to analyze the effectiveness of digital flashcards as a learning strategy to improve the mastery of vocabulary; thus, to make students communicate better in the second language.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.