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1. UNIVERSIDAD MAGISTER
FACULTAD DE EDUCACIÓN
MEMORIA DE SEMINARIO DE GRADUACION PARA OPTAR
AL GRADO DE LICENCIATURA EN ENSEÑANZA DEL
INGLÉS
“A DESCRIPTIVE STUDY OF THE INFERENCES ON
ENGLISH LANGUAGE ACQUISITION BY THE
TRANSITION FROM PRIMARY TO SECONDARY ON
7TH GRADERS AT LICEO DE CARIARI, CARIARI,
2018”
CARLA STEPHANNIE CERDAS MATA
LEYNER CORDERO BALTODANO
SETIEMBRE, 2018

2. JUSTIFICATION
Students usually come into 7th grade with a basic or poor English
level and also they are facing a new environment feeling afraid at
the time of develop the four skills: listening, speaking, reading and
writing.

3. PROBLEM STATEMENT
• Students from 7th grade experience several inconsistencies when
they face the transition from primary to secondary which affect their
thoughts and behaviors. Due to these circumstances arise the
following question.
• How does the transition from primary to secondary infer on English
Language Acquisition on 7th graders at Liceo de Cariari, Cariari,
2018?

4. GENERAL OBJECTIVE
To identify the inferences on English Language
Acquisition by the transition from primary to
secondary on 7th graders with the purpose of
facilitating strategies for a better performance of
the students at Liceo de Cariari, Cariari, 2018.

5. SPECIFIC OBJECTIVES
• To detail the experiences of 7th graders on English classes
aiming the importance of being in a new educational
background.
• To explain the role of the teacher on English classes with the
purpose of to point out the right techniques for effective
language learning.

6. • To determine the multifunctional environment in EFL classes
that let students to acquire the language.
• To mention the sociocultural issues on the environment for
English class with the aim of determining its influence on the
behavior of the students.
• To propose a set of strategies and innovative materials in 7th
grade classroom for stimulating English learning process.
SPECIFIC OBJECTIVES

7. VARIABLES
• Experiences of 7th graders on English classes.
• Role of the English teacher.
• Multifunctional environment in EFL classes.
• Sociocultural issues on English class environment.

8. THE INSTITUTION
 The Liceo de Cariari is located 1 km north of the National Bank
Agency of Costa Rica, road to Semillero, Pococí, Limón.
 The Liceo de Cariari began its work in 1992 at the facilities of
the former IPEC CINDEA. In 1994 it moved to the place where it
is currently located. This was created as a response to
educational training for the community of Cariari.

9.  The population in this high school is around 1500 students.
 350 students are from 7th grade.
 The institution staff is approximately 110 teachers and the English
teachers are 30.
THE INSTITUTION

10. THEORETICAL FRAMEWORK
English Language Acquisition is the process by
which humans acquire the capacity to perceive and
comprehend language, as well as to produce and
use words and sentences to communicate.

11. The type of forms, methods and means that are used by teacher
during the process of teaching foreign languages shall be
selected individually for a group or even for an individual person
depending on the age, abilities or interests.
THEORETICAL FRAMEWORK

12. METHODOLOGYCAL FRAMEWORK
• DESCRIPTIVE RESEARCH: The term descriptive research refers to
the type of research question, design, and data analysis that will be
applied to a given topic. Descriptive statistics tell what is, while
inferential statistics try to determine cause and effect.
• EXPLORATORY RESEARCH: The exploratory research, as the name
implies, intends merely to explore the research questions and does not
intend to offer final and conclusive solutions to existing problems.

13. • QUANTITATIVE APPROACH: The quantitative approach involves
different techniques to improve the decision to do something. It is
also important to take into account that this approach uses the
collection of data to test the hypothesis, based on statistical
analysis and numerical measurement.
METHODOLOGYCAL FRAMEWORK

14. • QUALITATIVE APPROACH : Qualitative approach data consists of
open-ended interviews and observations, this approach is characterized
because it uses the collection of data without numerical measurement
so as to be able to discover or refine research questions.
• MIXED APPROACH: Mixed methods combines theoretical and
technical aspects of quantitative and qualitative research within a
particular study.
METHODOLOGYCAL FRAMEWORK

15. • POPULATION: The population of the study will be constituted
approximately 350 students, 30 teachers and the administrative
staff from Liceo de Cariari, Pococí, Limón.
• SAMPLE: This is going to be from a group of students that are
taking 7th grade in the Liceo de Cariari and the teacher. This is a
random sample group of thirty students: 18 males and 12 females.
During the development of the research, names and results are
kept in anonymous way, a questionnaire will be provided to the
students and the teacher to know their own reality in high school.
METHODOLOGYCAL FRAMEWORK

16. ANALYSIS OF THE OBSERVATION
 Teachers do not focus activities on students interests.
 Students have a poor English level in EFL classes.
 Teachers do not use art or any creative materials.
 Teachers like to use copies, books and booklets for their
teaching.
 Skills are evaluated by working in group or finishing
excersises.

17. ANALYSIS OF THE INTERVIEW
 Facing many different realities such as to know a student
with familiar problems, but as a teacher always tries to help
them throughout the classes.
 Transmit trust and motivation to the students every single
day with the purpose of they like the language.

18.  Use of some different activities (sing, mini games, spelling
competitions) in order to create a multifunctional environment
during the English class.
 It is really relevant to know students likes and dislikes.
Because teacher can use their likes with the purpose of
elaborate new activities in the class.
ANALYSIS OF THE INTERVIEW

19. ANALYSIS OF THE QUESTIONNAIRES
93%
7%
0%
YES NO N/R
STUDENTS LIKE ENGLISH

20. PREVIOUS ENGLISH OF THE STUDENTS
100%
0
0
SINCE SCHOOL FROM PRIVATE
INSTITUTE
NEVER

21. STUDENT REACTION WHEN PRESENTING DOUBTS
86%
7%
7%
ASK TO THE
TEACHER
ASK TO A
CLASSMATE
WAIT FOR
SOMEONE ELSE TO
ASK TO THE
TEACHER

22. TEACHER BEHAVIOR DURING THE CLASS
33%
67%
STAYS ON YOUR DESK ASKS FOR QUESTIONS

23. TEACHER REACTION TO STUDENT DOUBTS
7%
3%
67%
23%
AVOID GIVING
AN ANSWER
ALWAYS SAYS
BE BUSY
ANSWER THE
QUESTIONS
KINDLY
ASK FOR
QUESTIONS

24. PERCEPTION OF THEIR MISTAKES DURING THE CLASS
10%
14%
53%
23%
ASSUMES DO
NOT KNOW
ANYTHING
FEELS SHAME
FOR MISTAKES
DOES NOT CARE N/A

25. CONCLUSIONS
 Working with 7th graders is a real challenge for teachers in many
high schools.
 It is important to prepare different materials and activities to
develop their students learning process according to the
predominant styles of the group.
 Another key factor is how comfortable students feel in their
language learning environment.
 It is important to remember that openness, collaboration and
sharing are the keys to enrich your teaching and your students
learning.

26. GENERAL CONCLUSION
 Liceo de Cariari do not apply authentic art materials in their EFL
classes, most of teachers use regular or traditional methods.
 The best way to promote a comfortable environment is where
students develop their skills making easier the acquisition of a
new language.
 The most important thing to remember is the factors that
influence language learning and that can be the difference
between success and failure for students.

27. COST OF THE STUDY
Source: Cerdas, Carla and Cordero, Leyner (2017)
Note: Exchange rate established at 561 colones per dollar by BCCR on (date)
Professional hour Colypro rated at 13700 colones (date)
ITEM QUANTITY UNIT COST
(COLONES)
TOTAL COST
(COLONES)
TOTAL COST
(DOLLARS)
Photocopies 60 90 5.400 6.41
Professional hours 160 13.700 2.192.000 1.221.03
Transportation 80 1.000 80.000 142.60
Food and beverages 50 5.000 250.000 445.63
Office supplies 7 1.590 11.130 19.83
Total 357 21.380 3.407.130 6.073.31

28. RECOMMENDATIONS
 Can think outside the box, due to syllabus are not a recipe to be
followed to develop interesting classroom activities in order to get 7th
graders focus and entertained to get the established target.
 Continue working to encourage his students in the learning process
using a variety of activities that students like most according to their
style.
 Need to be open about how little students know; be curious; learn some
words and customs, and most importantly show an interest in them.

29. PROPOSAL OF A SET OF
STRATEGIES AND INNOVATIVE
MATERIALS IN 7TH GRADE
CLASSROOM FOR STIMULATING
ENGLISH LEARNING PROCESS

30. JUSTIFICATION
• As well as perform more dynamic in the EFL classroom. As the same
time students are going to work with games, in where students will be
exposed to language in context.
• From the reality of students at Liceo de Cariari, who like to listen to
songs, watch videos, movies, cartoons, series and others in English for
entertainment and learning, this proposal could be one of the best tool
for teaching English through likes of students

31. GENERAL OBJECTIVE
To propose effective techniques to encourage 7th graders
students interest and performance in EFL classes.

32. SPECIFIC OBJECTIVES
• To make a workshop with interactive activities in which students
feel comfortable and enjoy the time of learning English.
• To make activities according to the knowledge and age of the
students.

33. PROPOSAL DEVELOPMENT
• The proposal is a plan to expose interactive
activities in which students feel comfortable and
enjoy the time of learning English. It is a tool for
teachers when they are working with 7th graders.
• It is important to know that these workshop can be
adapted to each need of the classroom. It can be
extended also in more sessions to achieve the
English level that the teacher and students want.

34. WORKSHOP STRUCTURE
A.ORIENTATION
This section indicates the initial activities of the workshop:
 Welcome students.
 Explain what they will do and what they will learn so students can
visualize the goals.
 Organize work; explain who does each work, how and with which
materials.

35. B. PRODUCTION
In this section, individual and group activities are established to be
develop in each workshop. During the development of the activities is the
responsibility of the teacher in charge of the workshop:
• Accompany the students through the process.
• Provide individual attention to clarify doubts (participants need support,
guidance and explanations to learn and benefit from all materials
delivered).
• Support participants by asking them how they feel and if they enjoy the
process, so that they learn and enjoy the proposal.

36. C. INTERACTION
• The socialization activities produced in each workshop.
• Share the results, processes, and strategies used (i.e, learnings,
achievements and mistakes).
• Value performance (personal and group).
• Adjust the time (if one adult is faster, teach him to orient the work of
another).

37. SPECIFIC GOALS
• Talk about personal information
• Answer and make questions

38. MATERIALS
• Board
• Board Markets
• ID cards made of different color papers
• Video Beam
• Computer
• Camera (optional)

39. PRODUCTION
PROCEDURE
Give welcome to students
Explain the objective and the goal so students work in relationship with the
before and after
Students are going to present themselves
The teacher will display her/his picture. The teacher will give personal
information about himself/ herself, such as: name, last name, age,
profession, favorite color and favorite sport.
The teacher will give the color paper (The ID cards) to participants. They will
complete with their personal information.

40. The teacher will copy on the board his or her information. The
teacher will ask students information about him or her.
Students will answer question in their booklet with their own
personal information.
Break while teacher will set the setting so students can role-play
with the phrases they have learned.
Students will be divided in pairs and make questions to each
other.
Clarification of doubts and closure
Homework: Students can bring a picture of their family.

41. COST OF THE PROPOSAL
Source: Cerdas, Carla and Cordero, Leyner (2017)
Note: Exchange rate established at 561 colones per dollar by BCCR on (date)
Professional hour Colypro rated at 13700 colones (date)
ITEM QUANTIT
Y
UNITCOST
(COLONES)
TOTAL
COST
(COLONES)
TOTAL COST
(DOLLARS)
Photocopies 60 90 3.600 6.41
Professional hours 50 13.700 685.000 1221.03
Transportation 80 1.000 80.000 142.60
Food and beverages 20 5.000 100.000 178.25
Total 210 19.790 868.600 1548.30

42. SWOT ANALYSIS
STRENGTHS
The institution has certain advantages with some technological tools that might help
in the development of the process to apply this type of projects, such as video beam.
Moreover, each student has a computer, which is a donation of the “Omar Dengo” for
the educative population that at the same time, works in benefit to develop this
proposal, to make up attractive strategies for the students based on their preferences
to learn.
The principal besides, was concerned about the main purpose of this plan, which was
considered by him as an idea to implement in all the areas around the school.

43. WEAKNESSES
Lack of communication skills. Also lack of lessons time and limited
lexis or vocabulary.

44. OPPORTUNITIES
High interaction between teachers and students. High quality of
education and better communication with foreign people.

45. THREATS
The community called Cariari and towns near it are places that
lack of interaction with the “English” as a second language, so
the fact of introducing this projects that besides showing
learning styles also combine learning English through activities,
requires a lot of patience because people around there
unknown basic words in the language previously mentioned.

46. IMPACTS OF THE PROPOSAL
PERSONAL
• Increases their self-confidence and self-image
• Teaches you how to use your brain best
• Help the students to recognize their strengths and weaknesses
• Help the students to enjoy any learning process
• Inspires greater curiosity and motivation for lifelong learning

47. ACADEMIC AND PROFESSIONAL
• Gives you techniques to score better on tests and exams
• Reduces the stress and frustration of learning experiences
• Expands your existing learning and studying strategies
• Help the students to succeed in school, college, university

48. • Implementation of technologies in EFL classroom to improve the
interests of the students towards English language.
• The usage of multiple intelligences to develop multifunctional EFL
classroom to improve student confidence and knowledge.
• Study of the educational special needs of students to creative an
inclusive environment in English classes.
OTHER STUDIES DERIVED