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

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dc.contributor.advisorMontero Núñez, Jeffrey
dc.contributor.authorAcosta Lachner, Marisol
dc.contributor.deparmentFacultad de Educación
dc.contributor.editorUniversidad Hispanoamericana
dc.contributor.otherArguedas Carballo, Yanory
dc.contributor.programEnseñanza del inglés
dc.coverageCosta Rica
dc.date.accessioned2025-10-30T23:54:12Z
dc.date.available2025-10-30T23:54:12Z
dc.date.issued2025
dc.description.abstractThe 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.degreeLicenciatura
dc.format.extent137 p.
dc.format.mediumDigital
dc.format.mimetypePDF
dc.identifier.localEDU-834
dc.identifier.urihttps://dspace-uh-tmp.igniteonline.la/handle/123456789/9671
dc.language.isoInglés
dc.publisherUniversidad Hispanoamericana
dc.subjectSPEAKING FLUENCY
dc.subjectROLE PLAY
dc.subjectACTIVE METHODOLOGIES
dc.subjectPROJECT
dc.subjectBASED LEARNING
dc.subjectPRIMARY EDUCATION
dc.subjectTECHNOLOGY IN EDUCATION
dc.titleAnalysis 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.typeTesis

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