EDU - Enseñanza del Inglés

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The action-oriented approach on listening and speaking skills performance when using technological resources as a learning complement at 8th grade students of liceo de miramar, 1st semester, 2021.
(Universidad Hispanoamericana, 2021-11-18) Cambronero Segura, Juan Diego; Rodríguez Arce, Silvia; Educación; Arguedas Carballo, Yanory; Derecho
Este estudio analiza diferentes factores de la enseñanza y aprendizaje del lenguaje inglés dentro de una representativa muestra de población educativa en el Liceo de Miramar. Los diferentes factores investigados son el Enfoque Orientado a la Acción (Action-Oriented Approach), la adquisición de inglés por medio del desarrollo de las habilidades de producción oral (Speaking) y comprensión de escucha (Listening), y el uso de recursos tecnológicos como complemento educativo.
Analysis of the impact of role-play strategies and the 'I See, I Think, I Wonder' thinking routine on speaking fluency through the use of play based and project based approaches in sixth-grade efl students at Amadita Primary School, Coronado, Costa Rica, during the first semester of 2025
(Universidad Hispanoamericana, 2025) Acosta Lachner, Marisol; Montero Núñez, Jeffrey; Facultad de Educación; Universidad Hispanoamericana; Arguedas Carballo, Yanory; Enseñanza del inglés
The pandemic left a mark in global education systems that made the world change from face-to-face classes to virtual learning in the blink of an eye. This disrupted the foundational academic development in young learners. In Costa Rica, the pandemic left an impact specially in elementary schools. Students are still trying to catch up on very basic and essential communication skills. At Amadita Primary School in Coronado, the sixth-grade students are facing different challenges with their fluency and speaking skills. This emphasizes the need for more meaningful and engaging experiences that students can relate with in a realworld context. This research thesis originates from the urgent need to change the traditional teacher centered methods into something more innovative. Old approaches have always been focused on grammar, translation, memorizing, etc. and leaving aside communication. This has made students feel insecure or lose motivation when learning another language and perform poorly in front of other people. This study proposes the integration between active methodologies like role-play and the “I see, I think, I wonder” thinking routine with play based and project-based learning.
The Effectiveness of Using ProWritingAid AI software with Scaffolding Strategies to Develop Coherence of Ideas in Writing on Eleventh Grade Students from New Hope Bilingual School During the I Quarter 2024
(Universidad Hispanoamericana, 2024) Gutiérrez Campos, Adriana; Arguedas Carballo, Yanory; Facultad de Educación; Villalobos Montero, Judy; Enseñanza del Inglés
In the last years, the use of technology has rapidly advanced in every field, such as engineering, science, administration, education, etc. Technology has been part of humans’ daily life, and it is a tool that is needed to do almost any job. Nowadays, the use of technology not only alleviates work, but also facilitates life in such an easy way. Also, AI can be a great tool for implementing and using in any environment; however, it can raise concerns in people about privacy, automation on jobs, providing answers, etc. It is important to build up a balance between the new technologies and the use people are giving them.
The effects of virtual teaching in the learning of communicative skills with beginner level learners at Instituto Norteamericano during the III quarter of 2021.
(Universidad Hispanoamericana, 2022-09-26) Quirós Solano, Priscilla; Arguedas Carballo, Yanory; Educación; Herrera Araya, María José; Enseñanza del Ingles
The impact of Recording App in improving pronunciation in virtuality in students of tenth level at Liceo de Turrúcares, Alajuela during the 3rd quarter 2021 to 2nd quarter 2022
(Universidad Hispanoamericana, 2022-09-06) Drach Briceño, Clarissa; Arguedas Carballo, Yanory; Ciencias de la educación; Alfaro Alfaro, Roy; Enseñanza del Ingles
The impact of the cognitive mindful learning process to strengthen English Speaking Skills in students from 16 to 18 years old from Instituto de Desarrollo de Inteligencia, Hatillo, San José, during July and august of 2023.
(Universidad Hispanoamericana, 2023) López Arcia, Melissa; Herrera Araya, María José; Facultad de Educación; Arguedas Carballo, Yanory; Enseñanza del Inglés
English speaking skills are one of the doors to enter a new cultural experience. It can be said that English is the global language, it can be seen in every country, every business: restaurants, schools, companies, museums, and even transportation. However, this does not mean that it is easy to improve English speaking skills, especially when there is not much time, when grammar is prioritized, and most importantly: when native language is not English. Therefore, there are some techniques that can help students to learn and improve their English speaking skills. This research will be based on Mindfulness Cognitive Skills applied into classes to bring awareness of pronunciation, fluency, pace, intonation, but even most important: clarity on transmitting ideas.The purpose of this paper is to provide educators with resources and ideas on how to have an actively mindful class to keep students as engaged as possible during their learning process to improve their english speaking skills.
The impact of the methodology implemented by mep to increase the english language proficiency in students with significant and non-significant curricular adaptations by applying an inclusive education at liceo de tucurrique i quarter, 2022
(Universidad Hispanoamericana, 2022-09-06) Martínez Solano, Mariana; Arguedas Carballo, Yanory; Ciencias de la educación; Alfaro Alfaro, Roy; Enseñanza del Ingles
The present research is focused on the study of how public-school areas between seventh to tenth grade are working on the development of an inclusive Education in an English class as a second Language toward students with significant and non- significant students at Liceo de Tucurrique in the first quarter of 2022. Inclusivity started to take place in Costa Rica since many years ago, but this inclusive Education as well was declared being mandatory in Schools since 2018. The Ministry of Public Education known in Spanish as MEP took longer to incorporate the UDL (Universal Design of Language) known in Spanish as DUA into classrooms, this is a new way of thinking about how to apply education to any kind of student member reforming the curriculum and make the learning experiences more accessible and meaningful (Ana Patricia V. C, 2019), and when this was already required to be in the classrooms, the public entity had to run. Unfortunately, the inadequate managed of incorporation of this new design into class since lack of training and resources has complicated teacher´s performance, since what educators used to apply before in students with different capacities changed from night to day, there was not transition. For all this happened the previous years and also the unfortunate interruption of classes because of Covid- 19, students with significant and non-significant adaptations were observed as well as teachers in order to find out how well there are doing in English classes this year specifically and how well UDL is being developed through these four years, if the curriculum is being applied correctly, and how they feel and think about learning with adaptations, indeed. Moreover, at the end of this research are posted at set of recommendations and conclusions about the Impact of the Methodology Implemented by MEP to Increase the English Language Proficiency in Students with Significant and non- significant Curricular Adaptations by Applying an Inclusive Education.
Implementation of Pedagogical Strategies to Improve Listening and Speaking Skills in ‘’Ministerio de Educación Pública’’ Virtual Lessons with the Eleventh Grade from Colegio Técnico Profesional de Turrubares, Turrubares, During the First Period 2021.
(Universidad Hispanoamericana, 2021) Bermúdez Berrocal, Marvin David; Alfaro Alfaro, Roy; Escuela de Educación; Arguedas Carballo, Yanory; Enseñanza del Inglés
This study aims to identify the different strategies that benefit the development of students' English skills in a virtual environment. More due to the fact that the educational system has been facing a pandemic environment and it has adopted virtual lessons as alternative to continue the educational process. Both students and teachers in the Public area have had to adapt to this modality. Hence the importance of recognizing the strategies that help students in the development of listening and speaking English skills in a virtual environment.
Influence of socratic method to improve listening and reading skills in english teaching, with eleventh year students of chacarita's highschool during the second trimester of 2021
(Universidad Hispanoamericana, 2021-11-18) Salazar Ramírez., Miguel Ángel; Villalobos Montero., Judy; Educación; Arguedas Carballo, Yanory; Educación
The purpose of this paper is to explore how the influence of the Socratic method can improve the skills of listening and reading in the students from eleventh grade of the Liceo de Chacarita during the second trimester of the 2021. Due to the fact that the students from these grades, in particular, are taking part in a process where the English subject will be an important part of their life is necessary to identify how a critical thinking can develop and improve these skills. Nowadays societies are influenced for what other people say and not what we think for that reason is crucial to teach how the critical thinking could be developed and more when is implemented in an educational environment, because in this way there will be more students with better abilities to understand, analyze and provide a own opinion base of what they think and believe, however, even when the educational context seems to be in a constant plane of evolution, different internal and external elements are also evolving, thus representing possible motivational agents for acquiring a second language, thus determining the achievement of its efficient mastery.
The role of grammar to enhance oral skills of seventh grade students learning english as a foreign language in conversational classes at La Asunción High School in the first quarter 2021
(UNIVERSIDAD HISPANOAMERICANA, 2021) Mora Fallas, Cristina Fabiola; Alfaro Alfaro, Roy; EDUCACIÓN; Arguedas Carballo, Yanory; ENSEÑANZA DEL INGLÉS
To analyze the role of grammar in ConversationalEnglish Classes to enhance students’ oral skills and participation at La Asunción High School.
The role of the affective filter in the oral skills performance of fourth grade students at Anglo American school during the second semester of 2021
(Universidad Hispanoamericana, 2021-11-18) Fumero Cantillo, Mary Lourdes; Alfaro Alfaro, Roy; Educación; Arguedas Carballo, Yanory; Educación
Humankind is a wonderful species that reins on Earth since long time ago. From the beginning of existence people have learned and taught, a variety of contents and topics. The process of teaching and learning have changed through the years in a drastic way, but the fact that humans learn remains until actual times. During long periods, subject matter has been the most important thing to pay attention to, but from different perspectives of history and science, there is always the question on the individual receiving that knowledge and the way different variables affect the process of learning. This research aims to understand which is the role of the affective filter in learning English as a Foreign Language, especially in the oral part of the language. Using the knowledge of Krashen, a well-known around the world psychologist who studied the process of learning a second language.
Teacher’s management of hypoactive Condition in the process of learning English as a foreign language in seventh Graders from sancti spiritus high school, Esparza- puntarenas in the third period Of 2020
(Universidad Hispanoamericana, 2021-11-18) Rodríguez Chaves, Karla Pamela; Arguedas Carballo, Yanory; Rodrguez, Alicia; Educación
The following research involves discovering how the students with hypoactive condition are influenced by the teacher’s management in the English classroom. The goal is to show that scholars need peaceful and diverse environments to learn in a better way; avoiding the misconception surrounding hypoactivity as well as students who are categorize out of the normal standard. Besides, this research tries to provide different recommendations in order to attract students with special needs into the English class. Therefore, if the teacher implements active learning in the teaching process, like games in which every student can show his or her skills we will have motivated students to attend English class. This has been done by examining some English classes in Sistema Educativo Sancti Spíritus; also, with some interviews and questionnaires applied to teachers and students. Also, to examine the teachers´ management of hypoactive condition in the process of learning English as a foreign language acquisition process, this research highlights the influence that the correct management of teachers in the English classroom.
The application of the shadowing tecnique through the audio-lingual approach using AI tex-to-speech platform to improve pronunciation of content and function words in students aged 17 to 20 at centro panamericano de idiomas in the III quarter 2024
(2024) Zúñiga Vega, Fiorella; Apuy Rojas, Adriana; Facultad de Educación; Universidad Hispanoamericana; Arguedas Carballo, Yanory; Enseñanza del inglés
The present investigation aims to analyze the impact of applying a language learning technique called Shadowing through Play HT an AI text-to-speech platform, to improve pronunciation of content and function words in students at Centro Panamericano de Idiomas. The research was conducted with thirteen students from three groups (A1-2, A2+, and B2). An observation, interviews, and a survey were carried out to gather the data required for the research, including the pronunciation skills the students presented before the application of Shadowing, the teachers' experience and perspective towards the technique and students’ performance, and students' opinions regarding the Play HT platform and Shadowing technique in improving pronunciation. The findings revealed that students did not accurately intonate content and function words before the intervention process. However, according to the teachers, after the Shadowing session, students demonstrated a significant improvement in the intonation of content and function words. The investigation concluded that the Shadowing Technique through Play HT can have a significant impact in improving student’s pronunciation skills and that it can be an effective method for teaching English as a second language
The Benefits of Implementing ChatGPT as a Pedagogical Tool in Improving Speaking Skills in Eighth Graders from Unidad Pedagógica El Roble in Santa Barbara, Heredia during the III quarter 2024
(Universidad Hispanoamericana, 2025) Arrieta Araya, Rolando José; Arguedas Carballo, Yanory; Facultad de Educación; Montero Nuñez, Jeffrey; Enseñanza del inglés
Este proyecto de graduación busca validar el uso de una aplicación de inteligencia artificial comúnmente conocido como robot conversacional ChatGPT, el cual se emplea como una herramienta pedagógica con el objetivo de determinar sus beneficios en la mejora de las habilidades de habla de la generación de octavo grado de la Unidad Pedagógica El Roble en el cantón de Santa Barbara en la provincia de Heredia durante el tercer cuatrimestre del año escolar 2024.
The benefits of implementing storytelling techniques and the improvement speaking as a communicative skill in English Foreign Language (EFL) in seventh-grade students of the CTP Jose Figueres Ferrer located in Desamparados during the first quarter of 2025
(Universidad Hispanoamericana, 2025) Busto Jiménez, Jose Wilfredo; Herrera Araya, María José; Facultad de Educación; Universidad Hispanoamericana; Arguedas Carballo, Yanory; Enseñanza del inglés
This study explores the impact of storytelling techniques on improving English speaking skills among seventh-grade students at Colegio Técnico Profesional José Figueres Ferrer, Costa Rica, during the first quarter of 2025. The research addresses the persistent challenge of low oral proficiency despite years of English instruction in public schools, often due to traditional grammar-based methods that limit communicative practice. Storytelling was implemented as an innovative, student-centered strategy to enhance fluency, pronunciation, vocabulary acquisition, and overall confidence in oral expression. Using a quantitative approach, including diagnostic tests, and student feedback, the study evaluated changes in learners’ speaking performance before and after applying storytelling activities. Results indicate that storytelling fosters active participation, reduces anxiety, and promotes contextualized and meaningful language use, leading to noticeable improvement in students’ oral skills. The findings suggest that incorporating storytelling into EFL curricula can enhance communicative competence and support national educational goals focused on developing English as a key life skill.
The Benefits of Implementing the Context-Based Learning Approach in Improving the Comprehension and Usage of Idioms in EFL Students of Universidad Técnica Nacional in Puntarenas during the Second Quarter of 2025
(Universidad Hispanoamericana, 2025) Arias Medina, Manuel Alejandro; Arguedas Carballo, Yanory; Facultad de Educación; Universidad Hispanoamericana; Montero Nuñez, Jeffrey; Enseñanza del inglés
This paper aims to determine the advantages of utilizing the Context-Based Learning Approach in English as a Foreign Language students in Universidad Técnica Nacional in Puntarenas to evaluate how effective it can be at allowing EFL learners at acquiring and understanding new idioms. As part of the learning approach selected, literature plays a crucial role in creating context-rich sentences that can provide an environment where students can attempt to acquire idioms on their own. The methodology used involves using a pre-test, post-test, and other instruments such as surveys to collect both quantitative and qualitative information that is analyzed extensively to conclude upon the benefits of this approach.
The benefits of implementing the digital tool Educaplay in the learning English as foreign language process for fifth graders at Cabecera de Cañas School located in Tilarán, Guanacaste during the II quarter 2025
(Universidad Hispanoamericana, 2025) Vásquez Barrios, Jennifer; Arguedas Carballo, Yanory; Facultad de Educación; Universidad Hispanoamericana; Vargas Vindas, Ariel Gustavo; Enseñanza del inglés
This study aimed to examine the advantages of the Educaplay digital platform for fifth-grade pupils at Cabecera de Cañas School in terms of their acquisition of English vocabulary. A multi-phase data collection and analysis process was designed to accomplish this. First, a pretest based on terminology previously taught in English lessons was given out using paper and pencil. This tool assessed students' levels of retention and memorization in a conventional manner. Based on these preliminary findings, a second phase was carried out with the same questions but included into Froggy Jump, an interactive game from Educaplay. This allowed for a direct comparison of student performance in a fun technology setting against a traditional evaluation setting. Students participated in sessions that involved digital activities in Educaplay for four weeks in a row. Participation, interest, level of focus, teamwork, and openness to learning were all recorded during each session using observation rubrics, questionnaires, interviews and a Likert scale. Students' motivation and active participation gradually increased, according to the data gathered.
The effectiveness of applying interdisciplinary audiovisual projects as English, Productivity, and Design through the Content and Language Integrated Learning approach to enhance technical vocabulary in 12th-grade students from Colegio Técnico Professional CIT during the first semester of 2025
(Universidad Hispanoamericana, 2025) Ávila Quirós, Pablo Andrés; Montero Núñez, Jeffrey; Facultad de Educación; Universidad Hispanoamericana; Arguedas Carballo, Yanory; Enseñanza del inglés
In a major globalized job market, bilingual skills are becoming essential for professionals in general. Nonetheless, students from technical/vocational high schools, as part of the Ministry of Public Education (MEP) curricula, are expected to graduate with a B2/C1 level of proficiency, in addition to their technical training in the target language. However, Costa Rican technical high schools face challenges in equipping students with the necessary English technical vocabulary, which limits their ability to access better job opportunities. Therefore, this study aims to investigate the effectiveness of interdisciplinary audiovisual projects as a strategy for enhancing technical vocabulary acquisition among 12th-grade students at Colegio Técnico Profesional CIT. By integrating the subject of English with Productivity and Design through the Content and Language Integrated Learning (CLIL) approach, the research seeks to determine how audiovisual projects can promote more meaningful and practical language learning experiences for both teachers and students.
The effectiveness of applying “Spell and Pronounce” APP through the Audio-lingual Approach and drilling techniques to improve the pronunciation of phonemes /θ/ and /ð/ on eight grade students from 15 to 41 years old from the Quepos Night School during the first quarter of 2025
(Universidad Hispanoamericana, 2025) Vargas Solís, Gabriela; Arguedas Carballo, Yanory; Facultad de Educación; Universidad Hispanoamericana; Montero Nuñez, Jeffrey; Enseñanza del inglés
This research project, titled “The Effectiveness of Applying the ‘Spell and Pronounce’ APP through the Audio-lingual Approach and Drilling Techniques to Improve the Pronunciation of Phonemes /θ/ and /ð/ on Eighth Grade Students from 15 to 41 Years Old from the Quepos Night School during the First Quarter of 2025”, required to assess how using technology in conjunction with conventional language teaching techniques could improve Spanish-speaking learners' English pronunciation. The research topic was defined in Chapter 1 as students' consistent mispronunciation of the English phonemes /θ/ and /ð/, which impairs their general oral communication abilities. Because of the phonetic variations between the two languages, this problem is especially prevalent among L1 Spanish speakers. The theoretical and historical framework was introduced in Chapter 2, which also covered the Audio-lingual Approach, the application of drilling techniques, and the advantages of using mobile-assisted language learning (MALL) resources in EFL contexts, such as the "Spell and Pronounce" app.
The Effectiveness of Using Poetry with the Task-Based Approach Incorporating Artificial Intelligence (ChatGPT-4o) to Improve Language Proficiency and Critical Thinking in the Post-Pandemic Educational Context with Conversational English Technology 10th Graders at Colegio Madre del Divino Pastor (CMDP)
(2025) Rodriguez Quiros, Angie; Arguedas Carballo, Yanory; Facultad de Educación; Universidad Hispanoamericana; Vargas Vindas, Ariel Gustavo; Enseñanza del inglés
This thesis explores the innovative integration of poetry, Task-Based Learning (TBL), and Artificial Intelligence (AI) tools, specifically ChatGPT-4o, to revolutionize language learning and promote critical thinking among 10th-grade students in the Conversational English Technology program at Colegio Madre del Divino Pastor (CMDP) in Costa Rica. By harnessing AI's creative and analytical potential, this study demonstrates how traditional literary forms, such as poetry, can be reinvigorated in the post-pandemic classroom to re-engage learners and develop higher-order thinking skills. Over three dynamic extracurricular sessions, a carefully selected cohort of 20 students used poetry as a medium to explore language and critical analysis while leveraging AI for innovation and collaboration. The comprehensive data from questionnaires, entry-level and exit-level tests, an observable behavior checklist, and reflective feedback underscore the significant growth in student engagement, linguistic proficiency, and critical thinking abilities. Through the ethical AI use, this study provides a replicable model for 21st-century pedagogy. Addressing modern education's challenges, this research offers a forward-thinking framework for teaching practices in an era of rapid technological evolution.

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