UNIVERSIDAD MAGÍSTER
FACULTAD DE LA EDUCACIÓN
CARRERA DE LICENCIATURA EN LA
ENSEÑANZA DEL INGLÉS
A DESCRIPTIVE STUDY ON THE EFFECTS
OF THE USAGE OF LISTENING
MATERIALS ON THE ENGLISH ORAL
PERFORMANCE OF 10th GRADERS AT
LICEO NUEVO DE LIMÓN, 2017
González Badilla Fabiana
Quirós Salas Kevin
Enero, 2018
MEMORIA SEMINARIO DE GRADUACIÓN PARA OPTAR AL
GRADO DE LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS

INTRODUCTION
Chavez (1998), learners enjoy dealing with
authentic materials since they enable them
to interact with the real language and its
use.
Matsuta (n.d.) claims that using audio-
visual materials aiding students'
comprehension is beneficial. Materials
such as popular and traditional songs
will help us to create a non-threatening
environment.

JUSTIFICATION
The MEP syllabus states that “oral or written authentic
texts: business cards, bus tickets… voice messages, and
announcements” are part of the Action-oriented
approach, individuals are able to use the language in real
life situations, to not only approve an exam or get a
diploma. (Ministerio de Educación Pública, 2016, p. 34)

PROBLEM STATEMENT
How does the use of listening materials influence the
speaking oral-performance of 10th graders in EFL classes at
Liceo Nuevo de Limón, 2017?

GENERAL OBJECTIVE
To analyze the materials used by the teachers for
improving the speaking performance of 10th
graders in EFL classes from Liceo Nuevo de
Limón, 2017.

SPECIFIC OBJECTIVES
 To determine the speaking performance of 10th graders in EFL
classes with the purpose of applying activities, strategies and
techniques through the use of listening materials.
 To describe the didactic materials currently used in EFL
classrooms with the intention of suggesting actions based on
authentic materials.

 To identify the advantages and disadvantages of using authentic
listening materials in the teaching-learning process by applying a
benchmarking at Colegio Nocturno de Río Frío.
 To propose a set of activities based on authentic listening materials
usage for improving the oral speaking performance of 10th graders
in EFL classes from Liceo Nuevo de Limón.
SPECIFIC OBJECTIVES

VARIABLES
 Oral Speaking performance of 10th graders.
 Materials currently used by EFL teachers.
 Benchmarking about the use of authentic
listening materials in other educational
institutions.

THE INSTITUTION: Liceo Nuevo de Limón
 Located at four and half kilometers from Puerto Limón down
town.
 Founded in 1973.
 Population of 1000 students (approximately)
 160 students from 10th grade.
 The institution staff: 30 teachers, 4 teachers of English.

THEORETICAL FRAMEWORK
Authentic Listening-Viewing Materials
TV commercials, quiz shows, cartoons, news clips, comedy
shows, movies, soap operas, professionally audio-taped
short stories and novels, radio ads, songs, documentaries.
Gebhard (1996.)
Oral speaking performance
Speaking seems to be the most important skill of all the four
ones because people who know a language are usually
referred to, as speakers of that language (Ur, 1996.)

Teaching-learning process of authentic materials
Brown (2001) states that it is necessary to include listening
authentic materials in the classroom, “authentic language
and real-world tasks enable students to see the relevance of
classroom activity to their long term communicative goals”.
(p. 258.)

ADVANTAGES OF USING AUTHENTIC MATERIALS
Monti (2004) states,
 Students will feel that their learning is immediately relevant. In and out
of the classroom they will be able to practice with each other.
 Students are exposed to real discourse as in video of interview with
famous people where students listen for general idea.
 It is possible to incorporate opportunities for learners to use their own
knowledge as well as their abilities at any stage.
 Authentic materials keep students informed about what is occurring in
the world.

METHODOLOGY
 Type of investigation: Mixed
(Descriptive, exploratory, participative)
 Primary sources: 10th graders at Liceo Nuevo de Limón and
Colegio Nocturno de Río Frío, English teachers and Listening
Authentic Materials.
 Secondary sources: Summaries, written and digital books,
internet and bibliographical references.
 Information processing: Excel, Word and Power point.

Liceo Nuevo de Limón Colegio Nocturno de Río Frío
 Teachers do not use authentic listening materials.
 Students do not speak English in EFL clases.
 Teachers use copies and booklets for Reading comprehension.
 Speaking skill is evaluated by Reading exercises aloud.
ANALYSIS OF THE OBSERVATION

ANALYSIS OF THE INTERVIEW
Liceo Nuevo de Limón Colegio Nocturno de Río Frío
 Activities for improving
speaking are oral
presentations.
No
 Listening materials are used
few times; movies and videos.
No
 No use of authentic materials
 Authentic listening materials are useful but time is limited.
 Main focus is based on passing the National Baccalaurate Test.

ANALYSIS OF THE QUESTIONNAIRES
Materials used by the students to improve their oral performance in
English
5.26%
94.74%
52.63% 52.63%
26.32%
42.11%
Radio Songs TV Shows Movies Videos Cartoons

BENEFITS OF USING AUTHENTIC LISTENING
MATERIALS TO IMPROVE ORAL PERFORMANCE
26.32%
15.79%
57.89%
Improving pronunciation Knowing language Expanding vocabulary

THREE MOST USEFUL AUTHENTIC LISTENING
MATERIALS TO IMPROVE ORAL PERFORMANCE
47.37%
31.58%
21.05%
1. Songs
2. Videos
3. Movies

EFFECTIVENESS OF AUTHENTIC LISTENING
MATERIALS IN EFL CLASSES
10.53%
42.11%
21.05%
26.32%
Deficient
Good
Very Good
Excellent

USE OF AUTHENTIC LISTENING MATERIALS IN
EFL CLASSES BY THE TEACHER
57.89%
42.11%
No Yes

ORAL AND LISTENING ACTIVITIES THE
TEACHER DOES IN THE ENGLISH CLASS
Games
5% Audio ( cds )
10%
Videos
10%
Oral
performance
40%
None
35%
Games
Audio ( cds )
Videos
Oral
perfonmances
None

USE OF NEXT ACTIVITIES BY THE TEACHER IN
EFL CLASSES
15%
10%
75%
Movies
Songs
Tv shows
Cartoons
Magazine
News paper
Videos
Radio
None

STUDENTS WHO KNOW WHAT AUTHENTIC MATERIALS
MEAN
0%
100%
Yes
No

GENERAL CONCLUSIONS
 Students do not use the target language.
 English: a receptive source input for entertainment.
 Materials: books or English material (reading comprehension and
writing)
 No use of authentic listening materials.
 Strategies: the repetition of vocabulary, listening activities and
oral presentations.
 Only opportunity to assess pronunciation and use the language is
“checking the exercises aloud”

COST OF THE STUDY

RECOMMENDATIONS
 To take into account not only needs but also interests of
students.
 To implement more listening input in order to achieve an
veracious oral speaking performance.

Proposal of a web site for
the application of
authentic listening
activities in EFL classes for
improving the oral-
speaking performance of
10th graders at Liceo
Nuevo de Limón

JUSTIFICATION
 Teenagers like to listen to songs, watch videos, movies,
cartoons, series and others in English for entertainment and
learning.
 Tool for teaching English through likes of students and
interests by achieving an integral teaching-learning in EFL
classes.

GENERAL OBJECTIVE
To establish an innovative online project through the
application of authentic listening activities in EFL classes
for improving the oral-speaking performance of 10th
graders at Liceo Nuevo de Limón, 2017.

SPECIFIC OBJECTIVES
 To design a web page for the use of teachers in their in EFL
classes based on the contents of 10th graders and authentic
listening materials that enhance the oral performance of
students.
 To set a coordinated training for English teachers about the
proper use authentic listening materials in their EFL classes by
manipulating the web site.

PROPOSAL DEVELOPMENT
PHASE 1: CREATION OF THE WEB SITE:
“APPLICATION OF AUTHENTIC
LISTENING ACTIVITIES IN EFL
CLASSES FOR IMPROVING THE ORAL-
SPEAKING PERFORMANCE OF 10TH
GRADERS.”
PHASE 2: DIVULGATION OF THE
WEB SITE TO EFL TEACHERS
AND PRINCIPAL AT LICEO
NUEVO DE LIMÓN
PHASE 4: HIGH SCHOOL
AUTHENTIC LISTENING
MATERIALS AND
ONLINE APPLICATION
PHASE 3: TRAINING
FOR EFL TEACHERS

PHASE 1: CREATION OF THE WEB SITE
Source: authenticlistening.wixsite.com/2017

SAMPLE OF UNIT 1
Source: Screenshot of website: Authentic Listening Materials 2017

SAMPLE OF UNIT 2
Source: Screenshot of website: Authentic Listening Materials 2017

SAMPLE OF UNIT 3
Source: Screenshot of website: Authentic Listening Materials 2017

PHASE 2: DIVULGATION OF THE WEB SITE TO EFL
TEACHERS AND PRINCIPAL AT LICEO NUEVO DE
LIMÓN
Link: authenticlistening.wixsite.com/2017

PHASE 3: TRAINING FOR EFL TEACHERS
FIGURE N°14: TRAINING FOR TEACHERS
Source: González, Fabiana & Quirós, Kevin (2017)

PHASE 4: HIGH SCHOOL AUTHENTIC LISTENING
MATERIALS AND ONLINE APPLICATION
Source: Opinion of teachers about the website

COST OF THE PROPOSAL

SWOT ANALYSIS
Strengths
 Students interesting
upon the authentic
listening materials usage.
 Contextualized website
with the contents asked by
the Ministry of Education.
Weaknessess
 Lack of internet connection
and technological devices.

SWOT ANALYSIS
Opportunities
 Unify EFL teachers
work using the web site.
 Transformation in the
EFL classroom of public
high schools.
Threats
 Students can get
frustrated at the
beginning.
 Lack of interest from
teachers.

IMPACTS OF THE PROPOSAL
 Institution: Tool already made exclusively for the teachers
usage at Liceo Nuevo de Limón, unifying and simplifying
their work.
 The community will have students able to use the language
with more confidence, taking advantage of Limón as a
touristic province students can get an integral learning in and
outside the classroom.

OTHER STUDIES DERIVED
 Authentic listening materials and reading-writing skills: related to
authentic listening materials for supporting other linguistic skills.
 Speaking-oral performance and listening materials: use of listening
materials and how teachers can use them to reinforce oral efficiency of
EFL students.
 The EFL classroom in Costa Rica and its listening focus: how the EFL
classes in Costa Rica use listening materials as a way of input to produce
the target language.

Zig Ziglar (1984) mentioned, “you can get
everything in life you want, if you will just help
enough other people get what they want.”