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Item Analysis on the impact of educational problem-based learning in speaking skills among seventh grade EFL students at Colegio Nocturno Siquirres during the first semester of 2025(Universidad Hispanoamericana, 2026) Clark Arroyo, Richard Steven; Arguedas Carballo, Yanory; Facultad de Educación; Universidad Hispanoamericana; Montero Núñez, Jeffry; EducaciónMy name is Richard Clark Arroyo, and I am an English Teaching Professor currently residing in Siquirres, Limón, Costa Rica. My research study is titled " Analysis on The Impact of Educational Problem-Based Learning on Vocabulary Usage in Speaking Skills Among Seventh Grade” This study focuses on the potential benefits of using Problem-based Learning in teaching English as a Foreign Language (EFL) to seventh-grade students at Colegio Nocturno Siquirres in Guápiles, Costa Rica. By integrating a Problem-based Learning method, this research aims to create a more dynamic and engaging learning environment. The goal is to determine whether this gamified approach can enhance students' language proficiency, boost their confidence in speaking English, and increase their overall motivation to learn.Item The effectiveness of integrating minecraft: education edition with the call approach to enhance listening and reading skills for following instructions among 7th-grade students at C.T.P. Ricardo Castro Beer during the Second Quater of 2025(Universidad Hispanoamericana, 2026) Vásquez Zumbado, Tonny Jesús; Apuy Rojas, Adriana; Facultad de Educación; Universidad Hispanoamericana; Vargas Vindas, Ariel Gustavo; Enseñanza del inglésThis research investigates the effectiveness of integrating Minecraft: Education Edition within the Computer-Assisted Language Learning (CALL) approach to enhance seventh-grade students’ listening and reading skills when following instructions at C.T.P. Ricardo Castro Beer during the second quarter of 2025. The study responds to persistent challenges in Costa Rican public education, where traditional, text-based methodologies often result in student disengagement, limited comprehension, and difficulties transferring theory into practice. Through a mixed-methods design, including observations, interviews, and performancebased assessments, the study examines how structured gameplay can foster meaningful learning in a highly interactive environment.Item The Impact of Implementing Technological Devices (Smartphones and Laptops) and the Increase of Phonological Awareness in Students from First Cycle at La Iberia and Grano De Oro Elementary Schools in Siquirres, Circuit 06, at the Limón Regional Bureau for Education, during the Second Semester of 2025(Universidad Hispanoamericana, 2026) Molina Solís, David Humberto; Arguedas Carballo, Yanory; Facultad de Educación; Universidad Hispanoamericana; Rodríguez Arce, Silvia; Enseñanza del inglésThis study aims to analyze the impact of using technological devices, specifically smartphones and laptops, on the development of phonological awareness in first-cycle students at La Iberia and Grano de Oro elementary schools in Siquirres, Limón, during the second semester of 2025. In this study, phonological awareness will be assessed through three main aspects that are suitable for the first cycle: hearing, identifying, and manipulating sounds in spoken English. This focused approach follows the idea of moving from the general concept of phonological awareness to the specific and measurable domain of phonemic awareness (as the measurable subset of phonological awareness). It also aligns with the expectations of the MEP English Program, which promotes the development of listening and speaking skills as a foundation before formal reading or writing begins.Item The Effectiveness of Using Microsoft Read Aloud Text-To-Speech Software within a Technology-Enhanced Learning (TEL) Approach to Enhance Reading Comprehension of Short Passages among 10th grade students at colegio Ciudad de Niños during the second quarter of 2025(Universidad Hispanoamericana, 2025) Solorzano Barrientos, Nathalie; Herrera Araya, María José; Facultad de Educación; Universidad Hispanoamericana; Arguedas Carballo, Yanory; Enseñanza del inglésThis study explores the effectiveness of using Microsoft Read Aloud Text-to- Speech (TTS) software within a Technology-Enhanced Learning (TEL) approach to improve the reading comprehension of short passages among 10th-grade students at Colegio Ciudad de Niños in Cartago, Costa Rica. The research aimed to determine whether integrating digital reading tools could enhance students’ understanding of main ideas and details. A quantitative design was implemented using pre-tests and post-tests, along with a self-assessment and teacher interview. The sample consisted of 20 students aged 16 to 18. Results revealed a noticeable improvement in students’ reading comprehension scores after the implementation of the Microsoft Read Aloud tool. Students demonstrated increased engagement, confidence, and ability to identify main ideas and specific information in texts. These findings suggest that TTS software can serve as an effective pedagogical resource to strengthen reading comprehension and promote digital literacy in English as a Second Language (ESL) classrooms. The study contributes to the growing body of research supporting technology integration as a valuable strategy for language learning in Costa Rican high schools.Item The impact of implementing lesson planning developed through the use of magic school ai on basic level english students’ improvement on writing skill in conversational English courses at Universidad Nacional campus, Nicoya, during the first semester of 2025(Universidad Hispanoamericana, 2025) Miranda Aguirre, Lauren; Vargas Vindas, Ariel Gustavo; Facultad de Educación; Universidad Hispanoamericana; Arguedas Carballo, Yanory; Enseñanza del inglésThe goal of this study is to examine how using a lesson plan created with Magic School AI influences the writing abilities of EFL students at the Nicoya campus of the Universidad Nacional during the first semester of 2025. As artificial intelligence (AI) increasingly shapes various fields, its use in education presents new opportunities to enhance teaching practices and boost student participation. This research aims to determine how effective AI-generated lesson plans are, particularly in supporting the development of EFL learners’ writing skills. This investigation stems from the need to address the difficulties EFL students commonly encounter when trying to improve their writing throughout the language-learning process. By taking advantage of AI’s ability to produce tailored and flexible lesson plans, the study explores how technological tools can help teachers provide more engaging and efficient instruction. Using a mixed-methods design which combines quantitative measurements of student improvement with qualitative insights from both teachers and learners, the research seeks to offer current perspectives on the use of AI in language education. Ultimately, it aims to shed light on how AI can transform traditional teaching methods and enhance learning outcomes for EFL students.Item The benefits of incorporating Conversational Groups and the improvement of the English-speaking proficiency among twelfth level students at CTP Jose Albertazzi Avendaño, located in Desamparados during the 1st semester of 2025(Universidad Hispanoamericana, 2025) Castro Salas, Jose Andres; Vargas Vindas, Ariel Gustavo; Facultad de Educación; Universidad Hispanoamericana; Montero Núñez, Jeffry; Enseñanza del inglésThe project was developed with the objective of improving English as a second language proficiency in twelfth-grade students at the José Albertazzi Avendaño Technical High School, with a special emphasis on the development of speaking skills. The research aims to identify the main difficulties students face when communicating in English and to implement the conversational groups strategy to improve the English-speaking level of a group of thirty students. Therefore, the research focuses on identifying the main barriers students face when speaking, such as: lack of confidence, fear of making mistakes, and limited communicative practice in real-life situations.Item 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 inglésThis 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.Item 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 inglésIn 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.Item 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 inglésThe 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.Item 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 inglésThis 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.Item 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 inglésThis 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.Item "The effectiveness of using the digital tool ReadWorks Reading Program for improving the reading comprehension skills of eight year students at the Miramar High School in the first quarter of 2025"(Universidad Hispanoamericana, 2025) Quesada Alvarado, Ana; Arguedas Carballo, Yanory; Facultad de Educación; Universidad Hispanoamericana; Vargas Vindas, Ariel Gustavo; Enseñanza del inglésThis study revolves around the effectiveness of using the digital tool ReadWorks Reading Program for improving the reading comprehension skills of eight year students at the Miramar High School in the first quarter of 2025. This study takes into a count 22 eighth graders students at Miramar high school taking into a count the Computer Assisted Language Learning Methodology (CALL) and in the same way a mixed of qualitative instruments such as one observation, checklists and teacher interview, and quantitativ e including students´ questionnaire, pre test and post test. This research shows the reality of the difficulties that students have with reading comprehension skill; however, in the same way shows that is needed to implement different strategies to in that promotes the practice of this skill and in that way have improvements in this skill. This study ends showing the main results of the investigation which includes that is notice a partial improvement of reading comprehension after students use and practice this skill with the tool, besides that this study yields that student had good acceptance with the use of the tool in classes.Item The Effectiveness of using The Communicative Approach with The Genially Tool in Enhancing English Fluency in an eighth-grade class at Instituto Superior Julio Acosta Garcia High School in 2025(Universidad Hispanoamericana, 2025) Chavarría Hernández, Susana María; Arguedas Carballo, Yanory; Facultad de Educación; Universidad Hispanoamericana; Montero Nuñez, Jeffrey; Enseñanza del inglésThe main objective of this research is to determine the effectiveness of using The Communicative Language Teaching approach with the Genially tool in enhancing English fluency in an eighth-grade class at Instituto Superior Julio Acosta Garcia High School in 2025. This study`s addresses the low level of English fluency among high schoolers by creating engaging activities based on games in an interactive learning environment. The study follows a research design where an observational assessment and teacher interview are first applied to obtain general information of the group and students in order to address them. Then, a pre-test along with a checklist is developed to identify student`s initial challenges in fluency, and after the first stage of the research, six sessions using the Genially tool based on a CLT approach are caried out. After applying the Genially activities, a post-test along with a checklist is applied to measure the student’s level of fluency after the use of the tool. Finally, a third checklist is carried out to analyze the features of the tool in terms of how well Genially influences students' engagement and interest in learning English. The activities developed in class are game-based using genially templates encouraging students to speak through interactive tasks. Results showed significant improvement in student`s English fluency, with an increased willingness to participate in oral activities. The study concludes that integrating the CLT approach with the Genially tool effectively enhances English-speaking fluency.Item 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 inglésThis 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.Item The effectiveness of implementing conversational podcasts in English lessons with the Communicative Language Teaching Approach in improving the use of English Business vocabulary on 10th-grade students at Colegio Técnico Profesional del Este in Santo Domingo, Heredia during the first quarter of 2025(Universidad Hispanoamericana, 2025) Delgado Lobo, Nicole Francella; Apuy Rojas, Adriana; Facultad de Educación; Universidad Hispanoamericana; Vargas Vindas, Ariel Gustavo; Enseñanza del inglésThe purpose of this research is to determine the effectiveness of implementing conversational podcasts in English lessons with the Communicative Language Teaching Approach in improving the use of English Business vocabulary on 10th-grade students at Colegio Técnico Profesional del Este in Santo Domingo, Heredia during the first quarter of 2025. An observation, a survey, and an interview were applied to collect all the fundamental information for research purposes as analyzing the previous students’ knowledge of business vocabulary, also to develop conversational podcasts for them to improve the implementation of business vocabulary and to gather the teacher perception and opinion of applying this strategy to the classroom and at the same time considering the students succeed and development during this applications. The results confirm that the 10 grade students are in the proper year to start implementing business word, and to always seek to impulse their use of the speaking skill, therefore, it could be confirmed that the conclusions of this investigation revealed that the conversational podcats to improve English business vocabulary is an effective and innovative strategy for the students learning and educational process.Item 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 inglésEste 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.Item The Impact of Using Educational Platforms in Enhancing Oral Production Skills Through the Action-Oriented Approach in 7th Grade English as a Foreign Language Students at Liceo de Higuito, San José, During the Second Quarter of 2024(Universidad Hispanoamericana, 2025) Chen Lei Kava; Avalos Charpentier, Karla; Facultad de Educación; Universidad Hispanoamericana; Herrera Araya, María José; Enseñanza del inglésThis study investigates the impact of integrating educational platforms, specifically Educaplay and StoryJumper, on enhancing oral production skills in 7th grade English as a Foreign Language (EFL) students at Liceo de Higuito in San José, Costa Rica, during the second quarter of 2024. Using an Action-Oriented Approach, the study aims to assess how these digital tools influence students’ confidence, engagement, and proficiency in oral production skills in English. Data were collected through pre- and post-test questionnaires and classroom observations, analyzing changes in students’ attitudes and oral skills. Conclusions indicate a distinguished increase in student confidence, particularly with Educaplay, which fostered active engagement through gamified activities. StoryJumper also positively impacted oral skills, however it presented challenges for some students due to its focus on storytelling and grammar integration. Overall, the study concludes that integrating Educaplay and StoryJumper promotes improved oral production skills and confidence among EFL studentsItem 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 inglésThe 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 languageItem 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 inglésThis 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.Item The use of task-based approach to determine effectiveness of elllo's web page audio resources using interactive question-based activities to enhance speaking fluency in adult students of an intermediate level at Anglo-American High School during the III quarter 2024(2025) Sandi Godinez, Alvin; Apuy Rojas, Adriana; Facultad de Educación; Universidad Hispanoamericana; Arguedas Carballo, Yanory; Enseñanza del inglésThe purpose of this research is to determine the effectiveness of ELLLO's website in combination with the Task-Based approach (TBLT) to improve oral fluency in intermediate-level teenagers who are learning English as a foreign language. ELLLO's website is a site that allows having a variety of audio by categories (levels and topics). The website also implements activities as suggestions that teachers can use to increase the results of their students through the Task-Based approach, which allows group participation of students to have spontaneous learning through the different activities proposed within the strategy, which can be mentioned: Circle talk, problem-solving, questionnaires, debates, among others. The study was conducted at the Anglo-American High School during the third quarter of 2024. This research employed interviews, questionnaires, and classroom observation of the four groups observed with a total sample of twenty students. The research shows that using ELLLO's website in interaction with the Task-Based approach is an effective and enriching method that gradually improves the students' oral fluency according to the data obtained from the instruments. It also demonstrates that it is possible to improve not only the students' fluency in class but also to motivate the participation and integration of the students due to the group dynamics and the naturalness of the group activities.