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
| dc.contributor.advisor | Montero Núñez, Jeffrey | |
| dc.contributor.author | Acosta Lachner, Marisol | |
| dc.contributor.deparment | Facultad de Educación | |
| dc.contributor.editor | Universidad Hispanoamericana | |
| dc.contributor.other | Arguedas Carballo, Yanory | |
| dc.contributor.program | Enseñanza del inglés | |
| dc.coverage | Costa Rica | |
| dc.date.accessioned | 2025-10-30T23:54:12Z | |
| dc.date.available | 2025-10-30T23:54:12Z | |
| dc.date.issued | 2025 | |
| dc.description.abstract | 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. | |
| dc.description.degree | Licenciatura | |
| dc.format.extent | 137 p. | |
| dc.format.medium | Digital | |
| dc.format.mimetype | ||
| dc.identifier.local | EDU-834 | |
| dc.identifier.uri | https://dspace-uh-tmp.igniteonline.la/handle/123456789/9671 | |
| dc.language.iso | Inglés | |
| dc.publisher | Universidad Hispanoamericana | |
| dc.subject | SPEAKING FLUENCY | |
| dc.subject | ROLE PLAY | |
| dc.subject | ACTIVE METHODOLOGIES | |
| dc.subject | PROJECT | |
| dc.subject | BASED LEARNING | |
| dc.subject | PRIMARY EDUCATION | |
| dc.subject | TECHNOLOGY IN EDUCATION | |
| dc.title | 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 | |
| dc.type | Tesis |