Descriptive study of the effects of virtual games in learning English grammar as a foreign language on 4th graders at Escuela La Colina

UNIVERSIDAD MAGISTER

FACULTAD DE EDUCACIÓN

CARRERA DE BACHILLERATO EN LA ENSEÑANZA DEL INGLES

TESINA DE GRADUACIÓN PARA OPTAR AL GRADO DE BACHILLERATO EN LA ENSEÑANZA DEL INGLÉS

“DESCRIPTIVE STUDY OF THE EFFECTS OF VIRTUAL GAMES IN LEARNING ENGLISH GRAMMAR AS A FOREIGN LANGUAGE ON 4TH

GRADERS AT ESCUELA LA COLINA, LIMON, 2016 ”

DAYANA SIMPSON WEST

SEPTEMBER, 2016

CONTENT INTRODUCTION

THEORETICAL FRAMEWORK

METHODOLOGICAL FRAMEWORK

ANALYSIS OF INFORMATION

CONCLUSIONS AND RECOMMENDATIONS

PROPOSAL

PREFACE

Public schools are increasing in technology resources.

Some studies show the effective used of technology to

provide students an opportunity to create and support the

curriculum.

Technology is changing the way in which teachers and

students interact in a class of English as Second

Language.

BACKGROUND OF THE PROBLEM

Grammar is one of the main skills taught in primary

schools in Costa Rica. Despite the effort of ESL

teachers to make lessons interesting and gratifying.

Most students do not enjoy the subject.

PROBLEM STATEMENT

How to implement technology into teaching grammar skills in order to improve the English level of the 4th graders at La Escuela Colina in 2016?

GENERAL OBJECTIVE

To examine the effects of using virtual games on 4th graders at La Escuela La Colina by the improvement of their English grammar skills.

SPECIFIC OBJECTIVES 1. To study the background of the teachers

2. To study the background of the students.

3. To identify English perception of students and teachers on technology related to teaching-learning process.

4. To gather information from experienced teachers, to find out what they have done.

5. To conduct a test incorporating technology devices as a methodological tool into the English classroom.

6. To propose a Methodology for teaching-learning English by using technological devices.

VARIABLES

1. Background of the teachers

2. Background of the students

3. Perception of students about technology

4. Perception of teachers about technology

5. Information from experimented teachers

6. Test incorporating technology in the teaching-learning process

INSTITUTIONAL FRAMEWORK

The institution was created on March 6, 1984, with

an initial enrollment of 149 students.

The infrastructure that the school had consisted of

four classrooms that were built with formwork.

Since 1995 the school has been qualified as Urban

Marginal Education Center.

MISION

Promote quality education in a perspective of children’s

comprehensive development in an urban community and

Priority Attention as means to eliminate discrimination and

marginalization, guaranteeing all students equal

opportunities for school permanence and success, by

addressing and overcoming their basic needs according to

their interests.

VISION

Having students with a comprehensive education receiving

personalized attention in accordance with their basic and

academic needs served by a Professional instructor and

administrative staff, trained in their respective areas and

using appropriated strategies and resources, working

together with the parent and other institutions support in a

suitable physical space for the teaching-learning process

and good human relations.


GRAMMAR

“Grammar is the one of the most important aspect

of teaching and learning a language. It is also one

of the more difficult aspects to teach well and

motivate students to learn” (Ozge Karaoglu, 2013).

.

THEORETICAL FRAMEWORKMotivation helps students decide to learn something, how long and hard they are going to work on it.

Motivation has various effects on students' learning:

1. Motivation guides to add more production and efficiency.

2. Motivation decides if a learner will pursue an assignment with excitement and ardor or an uninspired and dull approach.

3. Motivation affects students in their learning and achievement.


Technology can help students develop and improve their

grammar skills, virtual games excite students making the

ESL lessons more enhancing and fun.

METHODOLOGICAL FRAMEWORK

TYPE OF INVESTIGATION

Descriptive

This type of research is characterized by generating first-hand data, to do a general analysis of both the information from primary and secondary sources, as well as the theoretical findings in the literature review and present an overview of the problem or result inquiries.

SOURCES OF INFORMATIONPrimary Sources

Answer from the teachers and students.

Secondary Sources

Books about teaching L2 with technology. Interviews. Internet.

POPULATION AND SAMPLEPOPULATION

The English teachers and sixth groups of fourth graders from La Escuela La Colina

SAMPLEBecause it is a large polulation a sample was made of 100% of English teachers and 50% of fourth graders

DATA COLLECTION INSTRUMENT

OBSERVATION

It was applied in the context of the performance and of pedagogical work of the teachers and the attitude and of the students students.

DATA COLLECTION INSTRUMENT

QUESTIONNAIRIE

Applied to the English teachers and students.

GRAPH N° 1 USE TECHNOLOGY ON DAILY BASIS

Source: Chart 1

ANALYSIS AND INTERPRETATION OF THE RESULTS

GRAPH N° 9 EXPERIENCED TEACHERS WHO USE TECHNOLOGY IN THEIR CLASSROOMS

Source: Chart 9


GRAPH N° 13 STUDENTS OWN TECHNOLOGY DEVICES

Source: Chart 13


GRAPH N° 18 LIKE TO USE TECHNOLOGY IN THE ENGLISH CLASSROOM

Source: Chart 18


CONCLUSIONS

1. BACKGROUND OF THE TEACHERS AND STUDENTS

English Technology Economic situation

CONCLUSIONS

2. PERCEPTION OF STUDENTS AND TEACHER ON TECHNOLOGY

The perception of the students The perception of the teachers

CONCLUSIONS3.INFORMATION FROM EXPERIMENTED TEACHERSTeachers are not been guided by experienced teachers in order to learn how to use technology.

4. TEST INCORPORATING TECHNOLOGY IN THE TEACHING-LEARNING PROCESSThe school counts with a library with technology that can be used to give a class where each kids can use a computer, but it is not been used.

COST OF THE STUDYDESCRIPTION

COST PER UNIT

QUANTITY TOTAL COST

(COLONES)

TOTAL COST

(DOLLARS)

Profesional Hours 10.455 15047,047 88.95

Printing 2.600 300 sheets 12,000 21,49

Transportation 470 7 bus

tickets

3.290 7.41

Total 62,337 117.85

Source: Simpson, DayanaExchange Rate: April 8, 2016. Sell ₡528,89/ Purchase ₡541,44 Banco Central de Costa RicaProffesional hour Colypro ₡10.455 (04/6/16)

WORKSHOP PROPOSAL ON THE DEVELOPMENT OF GRAMMAR TO

IMPROVE THEIR COMMUNICATION ORALLY AND WRITEN AT THEIR LEVEL

GENERAL OBJECTIVE

Plan a pedagogical proposal for fourth grade students

in La Escuela La Colina, with the aim that students

could the objectives and process required in their level

SPECIFIC OBJECTIVES

1. Design a lesson plan that integrates activities with the aim that the teacher could use it in her lesson

2. Develop activities where students can practice grammar orally and written

3. Give specific strategies and methodologies to help develop English language in the classroom and at home

DESCRIPTION OF THE PROPOSAL

This proposal is designed for the English teachers in La

Escuela La Colina, with the objective to put in practice

and reinforce al deficits students have, and have

strategies that facilitate the learning process

GENERAL OBJECTIVE

Develop and plan for English teacher to apply in their lesson

SPECIFIC OBJECTIVES

1. Design a lesson plan that integrates activities with the aim that the teacher could use it in her lesson

2. Develop activities where students can practice grammar orally and written

3. Give specific strategies and methodologies to help develop English language in the classroom and at home

PLAN OF THE WORKSHOP FOR TEACHER AND STUDENTS IN THE PROCESS OF

The three workshops are structured:

A. ORIENTATION

1. Explain all the first activities of the workshop.

2. Give welcome to students

3. Explain the objective and the goal to students

4. Work in relationship of the before and after

5. Organize the work (materials, procedures

B. PRODUCTION

In this section they are established individual activities and group work to develop in each workshop.

a) DEVELOPMENT FOUR SKILLS

In the work sessions, different activities will take place to development grammar skills. Listening Speaking Reading Writing

During the development of the activities is the responsibility of the teacher in charge of the workshop:

1. Accompany students through the process.

2. Provide individual attention for clarification (requires that participants feel support, receive guidance and explanations that allow them to learn and take advantage of all materials provided).

3. Support participants and ask if they are enjoying the process, for them to learn and enjoy the proposal.

C. INTERACTION

1. This section are cited the social activities produced in each workshop.

2. Share results, processes and strategies used (ie, learning, achievements and failures).

3. Assess the performance (personal and group).

INSTRUMENT VALUATION OF THE PROPOSAL

EVALUATION CRITERIAGOOD

RESULT

IT CAN

IMPROVE

OBSERVATIONS

Active participation during

workshop

Resolution of practices in the

estimated time

Individual work

Group work

Developmen in the grammar that

shows positive results of the

workshop

Sentences with correct grammar

THE IMPACTS OF THE PROPOSAL

INSTITUTIONAL IMPACT

1. Achieving quality education is one of the objectives for the whole school institution, so this proposal is apt to acquire academic improvement in students who have educational deficiencies caused, as reflected in the results achieved in the implementation of the instruments for the development of research.

2. Provide the necessary tools to achieve the goals set by level and that students achieve educational performance standards gives prestige and distinction to any school.

SOCIAL IMPACT

1. The proposal has a social impact because students acquire grammar skills, allowing them to speak and write the English language correctly at their level.

2. Similarly, teachers have the opportunity to participate in activities for personal and professional growth to improve their pedagogical act.

3. Administrative support is important and indispensable to the success of the proposed academic improvement because they give the support and access to teacher to use the technology devices.

ECONOMIC IMPACT

The implementation of this proposal will reduce the number of students failing and absenteeism in some students, generating gains in transportation services, dining, scholarships and other student benefits.

ACADEMIC IMPACT

The implementation of the academic proposal to strengthen

the grammar will enable the students to achieve optimum

performance level coursing will also facilitate the integration

of management techniques and information processing in

order to achieve meaningful learning and integral to each

student.

OTHER STUDIES DERIVED FROM THIS PROPOSAL Next investigations in the further future could help teacher providing them with tips of each apps to teach an English class with technology devices.

1. To create an English program by trimester with the different objectives and activities using technology devices.

2. To create a manual for teachers with tips of how to use educational games, apps and websites with their kids.

3. To analyze the possibility of creating a platform where English teachers from the province of Limon can interact to share ideas and thoughts of how to use technology in their English lessons.

SWOT OF THE PROPOSAL

Strengths

• La Escuela La Colina has an excellent administrative

staff and teachers team trained in General Basic of

Education.

• Special teachers provide individual care services in the

area of mental retardation; fixed support and speech

therapy are available.

• Similarly, it has the support offered by the

Interdisciplinary Team, made up of social work,

psychology and counseling.

Weaknesses

• Shortly administrative interest in the implementation of

the proposal.

• Having the space and suitable place to develop the

proposal in the school.

Opportunities

• The institution counts with teachers who have taken

courses to incorporate technology in the classrooms.

• The school has two classrooms equipped with

computers. The computer room has 35 computers and

library has 30 computers.

Threats

• Lack of communication between teachers and

parents during the development of activities.

• Transfer of residence of the participants.

COST OF THE PROPOSAL

Source: Simpson, DayanaExchange Rate : April 8, 2016. Sell ₡528,89/ Purchase ₡541,44Proffesional hour Colypro ₡10.455 (04/6/16)

QUANTITY COST PER UNIT

(COLONES)

TOTAL COST

(COLONES)

TOTAL COST

(DÓLLARS)

White paper10 resmas 2 500 25 500 48.21

Video beam 1 580.000 580000 1096.63

Pens 100 275 27500 51.99

Popsicle sticks

Speakers

Markers

Ink

2

3

3

10

1000

15 000

1000

6500

2000

45 000

3000

65 000

3.78

85.08

5.67

122.89

Professional Hours 4.5 h 10.455 47,047 88.95

Total - 628.275

747.5001,503.2

THANK YOU!