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A THEORITICAL ACCOUNT OF MY EFL TEACHING PRACTICE

By

FIDEL SOSA ORTIZ

A dissertation submitted to
the College of Arts and Law
Of the University of UADS
In part fulfilment of the requirements
for the degree of

Master of Arts
In
Applied Linguistics on EFL

This dissertation consists of 12094 words.

Professor: Dr. Pedro Tavares DaCosta.

English Language and Applied


Linguistics Deprtment,
University of UADS.
Branches: San Pedro de Macoris
Dominican Republic

January 25, 2018.


ABSTRACT

In this immersion English program the learning levels achieved in the students of
first year of university in acquiring English as foreign language through performing
interaction tasks of communicative practice which is realized through communicative
activities in a language classroom, albeit, it is expected to have an important role in
the process of increasing students’ communicative learning levels to handle English
in situation from real life. However, the attempt to use a range of CLT-related pair
and group activities with large classes in university EFL teaching presents challenges
of language interaction as well as of instructional organization. This study aimed to
investigate the learning levels achieved in the university students and the suitability
of communicative activities in a large multilevel EFL classroom in English as a foreign
language by the implementation of the immersion program in San Pedro Macoris,
Dominican Republic. It first described previous research followed by the context and
the issues which prompted the study. Mixed method research data included a
learning preferences survey, post-lesson notes, and an open-ended evaluation. Data
analysis showed mixed responses in terms of activity preference and the learner
levels achieved on the part of the participants in the study. Concerns remain about
the optimal choice of activities, the search for which presents an ongoing goal. The
findings suggest that, when designing CLT based activities, learning about students'
needs and preferences in a particular teaching context is crucial for ensuring success
in the classroom. It could be concluded that while the current teaching/learning
situation mainly fulfils its goals, the research has highlighted some areas for
improvement.
ACKNOWLEDGEMENTS

There are many people to whom I owe my deepest gratitude for their assistance with
this dissertation:

Above all, I give special thanks to GOD for the opportunity to make my master and to
my family for encouraging to me to go ahead.

Firstly, this study would not have been possible without the support and guidance of
the staff and faculty at EFL, University of UADS. I would especially like to thank my
exceptional dissertation supervisor, Dr. Jeremy sobet and Dr. Isaias Santana, for
providing encouragement, clear suggestions, helpful advice and valuable feedback
on this study.

Secondly, I would like to thank my Professor Dr. Pedro Tavares DaCosta, the most
wonderful EFL teachers in first language acquisition, whom I have ever had the
pleasure to learn from, for patient reading and sharing his opinions on this work. In
addition, I am grateful to my extraordinary friend once again for introducing me to the
UADS Post grade program.

I give especial thanks to my friend Costantino for his support in technology and the
style correctness of my master dissertation.

Finally, I would like to thank all of the students who willingly took part in the research
for this work. I hope that the insights from this study will benefit future students in the
program.
Learning levels achieved in the first step of immersion English program,
in the students of first year of the university from 2017 to 2018.

GENERAL GOAL

Verifying the learning levels achieved in the first step of immersion English program
performing by the students of first year of study in the university from 2017 to 2018.

SPECIFIC GOALS

Identifying the communicative skills developed in English as a second language by


the students of first year of study performing in the university from 2017 to 2018.
Determining the communicative difficulties showed up by the students of first year of
study, in performing the first step in immersion English program implemented in the
university from 2017 to 2018.
Settling down the weaknesses and straightenings of the teaching methodology in
English as a second language, using in immersion program for the students of first
year of study in the university from 2017 to 2018.
Describing the aspects to straighten toward the teaching-learning procedure in
English as a second language in the students of first year of study in the university
from 2017 to 2018.
Pointing out the results thrown by the process of teaching-learning in English as a
second language into immersion program in the students of first year of study in the
university from 2017 to 2018.

GEOGRAPHICAL CONTEXT AND POPULATION

San Pedro de Macoris is one of the 32 provinces from Dominican Republic located in
the southeast of the country; it is part of Higuamo, adjoining with the provinces of
Monte Plata and Hato Mayor.
San Pedro de Macoris province has a surface about 1,255.46 kilometers squared.
This province is the number 20 in the country, comparing its size the area is
equivalent at 2.6 per cent of the national territory. Its coordinates are 18º 50’ north
latitude and 69º 20’ west longitude. According to the population census in 2010, the
population of San Pedro de Macoris province is about 195,037 inhabitants, its
population density is 1,300/kilometers squared, its urban is 185,255, and the
demonym is Petromacorisano/a, its elevation is 4m (13feet), so its total area is about
152,33 kilometers squared and its distance to Santo Domingo is 70 km.
This city located on the east region of the Dominican Republic is one of the most
important province from Santo Domingo Island, which is limited from the north and
east, by the province of el Seybo; to the south by the Caribbean Sea; and to the west
and north by Santo Domingo province. According to the history, its first dwellers were
some citizens from the capital, perhaps, they immigrated for the painful reality of the
Haitians occupation, and so, they came by paths against incredible odds through the
seashore and little boats by the Caribbean Sea in 1822.
Since its foundation, San Pedro de Macoris has contributed in a without numbers of
lines to the country. It has been the home of many poets and baseball players; albeit,
it is the city with more sugar mills in the country. It also has contributed to the tourism
area with its beautiful attractiveness, like beaches, cathedral, seawall, and its touristic
wonderful cases, in addition, to be the province that generates more electricity in the
country.
In its origins, San Pedro de Macoris was a village of fishermen settled down by the
riverside Macoris or Higuamo since 1875. Its original name was Mosquitisol. In 1846,
at the request of the inhabitants of the place called Macoris, the conservative council
decided to declare the place as a military post. By then, Macoris belonged to the
province of El Seibo, being consists of three common: El Seibo as a headed
municipality, Higϋey and Samaná province.
The first authority that San Pedro de Macoris had was Antonio Molano, who was
named the city mayor in El Soco. Molano quit from his position due to health problem
in 1851. And He was replaced by Ignacio Maria Quirico. After that in 1840, the
inhabitants moved from the western margin of the Higuamo to the eastern margin,
place where one of the most productive cities of the Dominican Republic was born.
And it is on the riverside where began the first buildings and it is born a little city,
setting the limits of the new village, departing from la Loma de Coleton, called later
La Loma de Buena Vista or Venancio Ordóñez, Until the so-called rise of La Barca or
Loma de los Castillo, following what is now El Retiro neighborhood on Federico
Bermúdez street from the south to the north, all of the river margin until what is now
La 10 de septiembre street in Miramar neighborhood, and then Puerta de la Tranca,
crossing the same street to what is now Rafael Deligne street, by then Camino del
Caño, following all its trajectory until its crossing with El Camino del Retiro.
San Pedro de Macoris was erected maritime district on September 10 th in 1882,
during presidency of Monsignor Fernando Arturo de Meriño. Maritime district was a
territorial division with the same political and administrative prerogatives as the
provinces.
The territory of San Pedro de Macoris is divided in six (6) municipalities and two (2)
municipal districts. Among the municipalities are:
A) In San Pedro de Macoris: Boca del Soco, Guayacanes, La Punta.
B) In Consuelo: Alejandro Bass y Las Callas.
C) In Ramón Santana: Jagual, Los Lerenes y Margarín.
D) In San José de los Llanos: Caya coa, El Guayabal, y Los jibaros.
E) In Ingenio Quisqueya: Pajarito, Los Montes, Zorra Buena, Caonabo, Batey
Siria: Malulani and Los Montones.
F) In Guayacanes: Juan Dolio.
G) And finally, it has the municipal districts: El Puerto and Gautier.

The university has the noblest antecedent of the inheritance of the Hostocian
thought. It was an old normal school, it was founded in San Pedro de Macoris in
1956, with the purpose of forming basic teachers on basic level. According to the
departmental order 842’50, with the same characteristics of the others normal
schools of the country. This university is located in La Serveseria neighborhood km
21/2 on Mella Street, it adjoins the Pedro Santana fortress, Ana Josefa Puello public
school, and across from the street is the National Dominican Brewery (Serveseria
National Dominicana).
The university owns four (4) classroom pavilions, and albeit, two (2) pavilions of
student residences with thirty (30) bathrooms in both distributed in both building, one
pavilion for the girls and the other building for the boys; this university-institute is built
in blocks, eight (8) administration offices and seven (7) professor’s offices, three (3)
computer labs and two (2) conference halls, an air hall for the students, a chemistry
lab, a big library with computer to use the internet to seek national and international
information, five (5) bathrooms for the students and the university visitors, it has
parking lot, a big university yard with a beautiful garden all over itself.
It also has a cute basketball field, a beautiful dwelling house at the center of the
university, a widely kitchen with a professional chef and a big university lunchroom.
The university had always worked extended session in the university but it adjusted
under order 1509 of education to go on working the extended day from 8:00 am to
4:00 pm, this university is under the administration of the catholic congregation love
of God.

Biography of the illustrious professor Juan Vicente Moscoso

Juan Vicente Moscoso was born in Santo Domingo the capital of the Dominican
Republic in 1773, and He passed away in Cuba in 1887. His parents were Manuel
Moscoso and Mrs. Rosa Carvajal. He obtained a doctorate in canon and civil law in
the city of Santo Domingo. He was a teacher of our proser, the patrician Juan Pablo
Duarte and several generations.
Since he was young he started to hold public positions, both in the country and
outside of it.
When the university was reinstated in 1815, he returned to the chair of the civil
institute, that he had obtained in property and played when the island session.
Elected by the vice-rector’s cloister of the university in 1817, to the second year in
the performance of these functions He was appointed rector. In Cuba, He was in
charge of the canonical and civil law professorships at the seminary college which He
carried out until his death.

LEGAL FRAMEWORK

Decree 427-00 provides that the set of normal schools integrates what is called
hereinafter ‘Institute of Educational Training’, decree 571-03, dated June 16, 2003,
and calls ‘the university institute of teachers training’, as an institute superior teacher
training.
The law 139-01 of higher education, science and technology, in its article 24, literal b,
established that the specialized institutes of higher studies, are those centers
authorized to impart careers and award degrees at the undergraduate and
postgraduate levels in area of specialty, previewasly approved by the national council
of higher education, science and technology (MESCYT).

The ordinance n. of the National Council of Education, dated June 13, 2002, approve
of the Organic Statute of the higher institute of teacher training, which raises, among
other things, in its chapter 1, its nature, values and purposes.

LITERATURE REVIEW
The MESCyT is the organ of the Executive Power, in the field of higher education,
science and technology, responsible for promoting, regulating and managing the
National System of Higher Education, Science and Technology. In accordance with
its powers, it oversees the execution of all the provisions of Law 139-01 and the
policies issued by the Executive Branch. It is the responsibility of this office to
supervise the system as a whole. Therefore, it monitors compliance with policies, the
evaluation of all bodies and the coordination of their work. To that end, it is based on
the Deputy Ministries of Higher Education and Science and Technology, on the
studies of the dependencies and on the decisions of the National Council of Higher
Education, Science and Technology. Among the functions of this office, assisted by
the Council and the technical entities, are related to the quality of higher education,
the development of scientific and technological research, the opening or closing of
institutions belonging to the System.

MISSION

Encourage, regulate, advise and administer the National System of Higher


Education, Science and Technology, establishing policies, strategies and programs
aimed at developing sectors that contribute to economic competitiveness and
sustainable human development of the country.

VIEW

Promote critical and democratic citizens, identified with national values and
international solidarity, capable of effectively participating in the social, economic,
cultural and political transformations of the country.
VALUES

The essential values on which the work of higher education, science and technology
in the Dominican Republic is based, are the following

a) The national identity and culture, as a starting point for the universality of
cultural heritage;
b) Respect for the human being, his dignity and his freedom;
c) Ideological, political and religious pluralism;
d) The democratic spirit, social justice and human solidarity;
e) Scientific rigor and ethical responsibility in the search and construction of
knowledge;
f) Creativity, criticality, integrity and responsibility;
g) Equal opportunities in accessing the benefits of higher education, without
prejudice due to social origin, ethnicity, religion or gender;
h) Cultural self-esteem and national talent; the appreciation of innovative
capacity and invention;
i) The attitude of service and accountability to society as a beneficiary and
sustainer of academic, scientific, technological and cultural activities;
j) The attitude of cooperation and solidarity among human beings,
organizations and nations;
k) The prospective attitude, openness to change and the ability to adapt to
national and international changes.

MESCYT and the English immersion program

As was saying MESCYT is in charge of planning, organizing and evaluating the


plans, projects and activities developed by the Ministry of Higher Education, Science
and Technology in the promotion and implementation of English Immersion
programs, to support national efforts to improve competitiveness.
Goals:
Contribute to raising the quality of Higher Education students. Increase the
competitiveness of the Dominican Republic in the national and international market
by training human resources. Promote the economic development of the Dominican
Republic. It is a program of English as a foreign language of four hours a day carried
out in universities, institutes recognized by the teaching of English as a foreign
language and in centers under the coordination of the MESCyT. In its pilot phase, the
program lasted 600 hours. Classes are taught entirely in English and in all spaces of
the centers where the program is run, all staff, including students, must speak only
English.
The teaching is taught in morning, evening and evening hours. Students have at their
disposal free of charge: textbooks, workbo]oks, CD and / or cassette and computer-
assisted software for the teaching of English as a foreign language. This software
allows students to reinforce what they have learned in face-to-face classes;
accelerate your learning in an easy and entertaining way, and at the same time,
develop the basic skills in the area of computer science. In the implementation
phase, the duration of the program was extended to 700 class hours as part of the
adjustments made to the development of the program based on the evaluation of the
pilot phase.
The student receiving a scholarship in this program must have time for the four hours
of class each day and to perform the tasks assigned by the teacher. You must be
willing, after completing the English Immersion Program, to continue your university
studies, or otherwise, to enter the country's workforce.

MESCyT Announces 20,000 students in 32 Provinces Initiate English


Immersion Program 2018

Santo Domingo_. The Ministry of Higher Education, Science and Technology


(MESCyT) announced that 20 thousand students belonging to the 32 provinces of
the country, scholarship holders initiated the English Immersion Program for
Competitiveness this Monday, January 15.
During a ceremony held at the Pedro Mir Library of the UASD, the new enrollees of
the Program that operates at the Headquarters of the State Academy, corresponding
to 2018, were welcomed.
Speaking on behalf of the Minister of Higher Education, Science and Technology, Dr.
Alejandrina Germán, Mr. Manuel Pérez Mirabal, Director of Foreign Languages of the
MESCyT, spoke about the objectives pursued by the Program, among which, he
emphasized, increasing competitiveness of the Dominican Republic in the
international market, by training human resources that contribute to the economic
development of the country, by mastering the English language.
The Program is taught in universities, public and private institutes, in the 32
provinces of the country. The teaching takes place from Monday to Friday in three
courses, four hours a day, by session, with a total of 830 hours of instruction and
over a period of approximately 11 months.
The methodological component includes: practices in laboratories with specialized
software: conversations, phonetics, artistic interpretations and the adoption of
English as the official language used to communicate during the development of the
course. Course development.
The MESCyT explained, in addition, that participation in the Program is completely
free. Students do not pay tuition fees or textbooks, which are delivered in each study
cycle and at the end, are returned so that they are available to future groups.
Similarly, the portfolio reported that on January 6 the teaching of the Portuguese
Immersion course took place, in which professionals with interest in training at the
master's level in Portuguese-speaking countries participate.
The English Immersion Program was designed in 2005 and began with a pilot phase
in three provinces and 16 centers, an amount that has been extended in a sustained
manner.
In this 2018 it is developed in 92 centers, distributed in the 30 provinces, plus the
Greater Santo Domingo, taking into account the localities with vocation of tourist
development.
The provinces where the Program is developed are: Santo Domingo, National
District, Santiago, Puerto Plata, San Francisco de Macoris, La Vega, Sánchez
Ramírez, Mirabal Sisters, María Trinidad Sánchez, Monseñor Nouel, San Pedro de
Macorís, La Romana, La Altagracia, Hato Mayor, El Seibo, San Cristóbal, Azua,
Barahona, Pedernales, San Juan de la Maguana, Elías Piña, Monte Plata, Peravia,
Samaná, Valverde, Espaillat, Bahoruco, Santiago Rodríguez, Monte Cristi, Dajabón,
San José de Ocoa and Independencia.

Literature Review on Pedagogical Focuses

Montero (2002) states that the acquisition of a second language through formal
learning is influenced by a series of factors that will strengthen or weaken it. Among
these factors we can mention age, socioeconomic context, affective and cognitive
factors as well as the linguistic context of immersion.
Montero (2010) cites O'Grady and Archibal (1997), who seek to understand how
people achieve levels of linguistic competence in a language that is not their first
language or mother tongue. According to them, the prevailing need to work, study,
travel, etc., motivates people to do what is necessary to master a language.
According to the Ministry of Education (1994 and 2016) the process of teaching and
learning foreign languages responds to a communicative approach that takes into
account individual and social needs, based on the experiences of the subject. This
communicative approach is linked to the notions of communication competence and
communication situation, which in turn evoke that of a speech act. Under this
perspective, the language is addressed in its ordinary use; Communication is the
center of interaction between subjects and the dichotomy between language and
speech loses its meaning. In the levels of learning, the language is addressed in its
ordinary use; Communication is the center of interaction between subjects and the
dichotomy between language and speech loses its meaning.
In order for students who graduate from university institutions in the Dominican
Republic to communicate in the English language, we can not only insist on
grammatical competence, as it is not enough, so the English immersion program
comes to meet the levels of communicative learning necessary for a more focused
management in communicative fluency rather than in grammatical teaching because
this must be learned implicitly agreed to NOAM CHOMSKY (1950), in his generative
grammar theory, and that is like all others Grammatical branches come from
universal grammar.
The possibility of expressing oneself is not the exclusive property of the acquisition of
grammar rules. But I dare to emphasize here that we should not forget the formality
of the language since without the prayers there would be no communication since
through grammar we find the good use of structure of the language. Ron Cowen
(2010, p.3), says that grammar is a set of words or groups of words that can be
organized to form sentences in a particular language. Moreover, I reaffirm that above
all, learning levels of language skills of communication tasks must be taught at a
level more focused than others, using as tool the method of natural approach of
learning where children do not learn grammar but speak to communicate what they
want to say or express.
Noam Chomsky (1977, 1980) defines the concept of learning levels by
communication competence in his transformational generative theory based on what
he calls the ideal speaker. The ideal speaker would be able to generate all the
phrases and sentences grammatically possible in a language. Unlike Chomsky,
Hymes (1980) proposes the notion of communication competence to develop good
levels of learning that are implicit in some factors of different orders: Cognitive,
Psycholinguistic, Sociocultural, closely linked to the medium of the subject. So for
Hymes, in this sentence and grammatically sentences are not possible in a language
of empirical communication.
Despite what was posed by Chomsky and Hymes (op.cit.) We find the most modern
approach presented by Sophie Moirand (1980), which has been particularly
productive in this field. The concepts of Sophie Moirand that define the levels of
learning in the communication competence from some components that are the
following:
A discursive component that allows using any type of language, oral or written
communication situation: the production of letters, reports, summaries, dialogue ...
Interventions in the levels of oral and written learning of daily life belong to this
component. A second of linguistic, formal or grammatical character that refers to the
correct use of phonetics, lexicon, grammar, sentence and text, always in a
communication situation.
• A sociocultural component, so that it is spoken or written according to the social,
cultural and interaction norms of the groups through the English language. A final
component of a referential type, linked to the knowledge of the world and its
relationships, and that in this curricular design focus the levels of learning for the
teaching-learning of the English language as a foreign language through the English
immersion program.
The communication situation in the program of English by immersion, meanwhile,
links the language with life, since when you speak or write, you do not say anything,
but what you have to say and how to say in function of the people to whom it is
spoken or written, the existing relations between the interlocutors, the place, the
moment, the message and the means that the English language is used for it; that is,
we must take into account the physical frameworks of learning levels through English
as a channel of communication, the participants and their psychological and
biological characteristics, in order to acquire good levels of learning in the English
program by immersion for the mastery of a communication that allows Dominicans to
be more qualified in the English language that allows them to enter a labor market
both nationally and internationally through the learning of a foreign language
understanding the English language as a native when using it as a channel of
linguistic codes, proxemics, the norm of interaction and the types of discourses
appropriate for a communication in a market of goods and services of labor and
international competences.
Therefore, it is important to indicate the levels of competitive learning in the English
language that makes an appearance in a situation of real communication at
professional-professional level. Although since the 1960s emphasis has been placed
on communication in another language, in the first approaches in the development of
good levels of communicative learning in the English language as a foreign language
of that time, for teaching purposes, there is no reference on the outline of Sharinon's
communication (1980) on the one hand. On the other hand, the terms of the sender,
receiver, code, message, and channel will be defined later on from the North
American distributors and other authors for a better communicative understanding in
the English language and any other language. However, this first notion of
communication in the English language ignores the sociological dimension of
language: power relations, language as a means of acting on another, and as a
social practice because this teaching-learning process only focused on the
management of the more structuralized English language, to be able to communicate
in that language as a foreign language.
Sophie Moirand, who presents the language from the sociological point of view of the
English language: power relations from the point of view of language teaching, as
well as incorporating the aforementioned sociological dimension of the formality and
informality of the language English in the different levels of learning to be inserted in
a national and international labor market.
Communication is the exchange between two or more socially situated subjects, that
is, they have a status, a role, a cultural group of belonging, or an ideology that
connects them even though they are from different countries but for that they need to
manage the same linguistic code system to communicate with your peers around the
world.
And in this third notion we refer to the language that moves the economic, labor and
professional world, as well as the most important knowledge of world information, is
the speech act, the update, the realization of the potentials of a precise
communication, which is specific in relation to the speakers, the place, the time, the
circumstances in which the business of goods and services are developed and
diplomacy all this is through the English language that is the communicative axis of
globalization.
A third notion is that of speech act, which is the actualization and realization of the
potentialities of the English language in a precise instance of communication, which
is specific in relation to the speakers, the place, the moment in which it develops the
communicative interaction between the pairs that handle the same linguistic system.
Each speech act is a unique act. The circumstances of production are studied by
Austin (philosophy of ordinary language), a theory that has been developed by
Searle and Halliday (1977), among others.
To speak, says Austin (1980), is to communicate something to someone with a
conscious intention or not. This intention has the purpose of making the other act.
The act of speech marks, therefore, a break with the practice of teaching-learning a
pedagogical language, understanding as such, that whose existence is reduced to
the four walls of the classroom, and, therefore, its resemblance to the language that
It is spoken and written in daily life is pure coincidence. The act of speech places it,
on the contrary, within its use, in its real and ordinary dimension.
Jones (1989) argues that the awareness of the sounds that form the words co-helps
the spontaneous approach of the child, is the writing through the graphic or graph.
According to Vygotsky (1989) the acquisition and improvement of the mother tongue
helps to learn a second language.
Duprez (1994) suggests in the sense of bilingualism that from the preschool level
facilitates the learning of other languages.
Lindstrom (2001) argues that one of the main abilities that we have beings In this
regard, Alcón (2002) argues that the development of the first methodologies for the
teaching of a second language, was not in charge of the pedagogues, but of the
linguists and psychologists.
Learning difficulties are a generic term that refers to a heterogeneous group of
disorders, manifested by significant difficulties in the acquisition and use of the ability
to understand, speak, read, write, and reason a foreign language.
These disorders are intrinsic to the individual, and presumably due to a dysfunction
of the nervous system, and may continue throughout the life process. Problems can
be manifested in self-regulation behaviors and interaction in the handling of a foreign
language at the social social level, but these facts do not constitute by themselves a
learning difficulty. Although learning difficulties may occur concomitantly with other
disabling conditions (sensory deficit, mental retardation, severe emotional
disturbances) or with extrinsic influences (such as cultural differences, inadequate or
inappropriate instruction), they are not the result of such conditions or influences.
"(NJCLD- National Joint Committee on Learning Disabilities- 1988).
Myklebust (1967) proposed the Quotient Learning (CA), to make more accurate the
diagnosis of D.A. The CA is the result of dividing the reading age, multiplying it by
100, by the expectant age. The expectant age is calculated by adding the mental
age, the chronological age and the age of the degree and dividing it by three.
Sullivan Palincsar (1997) states that: learning difficulties have become a larger single
category of dysfunctionality, even following the categories of linguistic and speech
disorders. 80% of subjects who have Special Ed services identify themselves as
subjects with reading problems. The classic procedure to determine if a subject has
learning difficulties in reading is the discrepancy between aptitude and performance.
According to Ross (1977), only if an appropriate teaching method is used and a valid
educational relationship has been maintained can it be said that there is a difficulty in
learning when a student does not perform well enough in school tasks.
Following this author we would have that in the operational definition is considered
the Potential Performance (RP) that is what a subject shows when the process
conditions are optimal.
The Real Performance (RR) is an objective measure of School Performance (SR)
taken from a pedagogical test "intermediate measure between an objective
examination and a capacity test, with pedagogical content but with a form of
response, a classical procedure to determine whether a Subject has learning
difficulties in reading is the discrepancy between aptitude and execution.
The Real Performance (RR) is an objective measure of the School Performance (SR)
taken from a pedagogical test "intermediate measure between an objective
examination and a capacity test, with pedagogical contents but with a form of
response, with an objective evaluation and with a construction made by
psychological techniques.”

DEFINITION OF TERMS

ORAL EXPRESSION:

Oral expression is the ability to express ones thoughts, needs, wants and ideas using
appropriate syntactic, pragmatic, semantic and phonological language structures.
Oral expression is NOT reading aloud or reading fluently. The acquisition of language
and the ability to understand and utilize that language in its printed and written forms
is a hierarchical process. Students first must comprehend and produce language in
oral forms before they can successfully acquire and use language in its written forms.

WRITTEN EXPRESSION:

Writing is a form of communication that allows students to put their feelings and ideas
on paper, to organize their knowledge and beliefs into convincing arguments, and to
convey meaning through well-constructed text. In its most advanced form, written
expression can be as vivid as a work of art. As children learn the steps of writing, and
as they build new skills upon old, writing evolves from the first simple sentences to
elaborate stories and essays. Spelling, vocabulary, grammar, and organization come
together and grow together to help the student demonstrate more advanced writing
skills each year.

LISTENING COMPREHENTION:

Listening comprehension is more than just hearing what is said; rather, it is a child’s
ability to understand the meaning of the words he hears and to relate to them in
some way. When children hear a story, for instance, good listening comprehension
enables them to understand it, remember it, discuss it, and even retell it in their own
words. This is an important skill to develop even at an early age, because good
listeners grow up to become good communicators.

Speaking out loud is the most common form of communicating, and learning to fully
understand what is being said is paramount if children are to thrive. Tone of voice,
pauses between words, where the emphasis is placed in a sentence, and the rhythm
and pattern of speech all have an impact on the meaning of the words being spoken
and the message they are meant to convey. Learning to listen carefully and
comprehend those subtleties is not only an important prerequisite to reading
comprehension, but also provides a rich resource for your children to draw upon
when they want to convey their own thoughts and feelings.

READING COMPREHENSION:

Simply put, reading comprehension is the act of understanding what you are reading.
While the definition can be simply stated the act is not simple to teach, learn or
practice. Reading comprehension is an intentional, active, interactive process that
occurs before, during and after a person reads a particular piece of writing.

Reading comprehension is one of the pillars of the act of reading. When a person
reads a text he engages in a complex array of cognitive processes. He is
simultaneously using his awareness and understanding of phonemes (individual
sound “pieces” in language), phonics (connection between letters and sounds and
the relationship between sounds, letters and words) and ability to comprehend or
construct meaning from the text. This last component of the act of reading is reading
comprehension. It cannot occur independent of the other two elements of the
process. At the same time, it is the most difficult and most important of the three.

TEXT COMPREHENSION:

Text comprehension is when we are able to understand each distinct word and being
able to put them together to develop an overall conception of what it is trying to say.
There are two elements that make up the process of reading
comprehension: vocabulary knowledge and text comprehension. In order to
understand a text the reader must be able to comprehend the vocabulary used in the
piece of writing. If the individual words don’t make the sense then the overall story
will not either. Children can draw on their prior knowledge of vocabulary, but they
also need to continually be taught new words. The best vocabulary instruction occurs
at the point of need.

Parents and teachers should pre-teach new words that a child will encounter in a text
or aid her in understanding unfamiliar words as she comes upon them in the writing.
Text comprehension is much more complex and varied that vocabulary knowledge.
Readers use many different text comprehension strategies to develop reading
comprehension. These include monitoring for understanding, answering and
generating questions, summarizing and being aware of and using a text’s structure to
aid comprehension.

LINGUISTIC COMPETENCE:

It is the implicit and internalized knowledge of a language that a speaker possesses


to enable the speaker to produce and understand the language. It is also a way of
doing something good and efficiently.

SKILL:
A skill is a type of work or activity which requires special training and knowledge.
Skill is the knowledge and ability that enables you to do something well.

PROGRESSION:

A progression is a gradual development from one state to another. A sequence of


numbers, each of which is obtained from its predecessor by the same rule.

DIALOGIC:

A dialogic is a process of various approaches that coexist and are


comparatively existential and relativistic in their interaction.

COMMUNICATION SITUATION:

A communicative situation is the specific time, place, activity and people involved in a
dialogue, which make it unique.... its part of learning and acquiring the language that
the learner wants to achieve it.

LEGAL FRAMEWORK:

A legal framework is a set of rules, rights and obligations of companies, governments


and citizens of legal documents from a nation system.

For each project to extract natural resources from the ground, there are rules that
govern the rights and responsibilities of governments, companies, and citizens.
Together these rules are called a legal framework, or legal architecture. Who is
involved in making these rules and what documents they use to define them differs
from country to country. The legal framework that governs the extractive industries
rests inside a broader set of rules governing the organization of the state and
economic activities. A well-designed legal architecture should provide rules for how
state institutions are structured; how companies acquire and manage licenses; the
fiscal terms governing payments between companies and the state; environmental
management; relationships between extractive projects and neighboring
communities; the behavior of public officials active in the sector; public information
disclosure and accountability.

DECREE:
A decree is an official order or decision, especially one made by the ruler of a
country.

Ordenance:

1. It is a Decree or law promulgated by a state or national government


without the consent of the legislature, such as for raising revenue through new
taxes or mobilization of resources during an emergency or threat.
2. Local law such as a zoning ordinance enacted by the governing body of
a city or municipality which applies only within its boundaries. To have full
force and effect of law, an ordinance must not be in conflict with any higher
law such as state or national law or constitutional provisions.

METHODOLOGY:

According to Oxford dictionary, it is a system of methods used in a particular area of


study or activity.

IMMERSION:
Language immersion, or simply immersion, is a technique used in bilingual
language education in which two languages are used for instruction in a variety of
topics, including math, science, or social studies. The languages used for instruction
are referred to as the L1 and the L2 for each student, with L1 being the native
language of the student and L2 being the second language to be acquired through
immersion programs and techniques. There are different contexts for language
immersion, such as age of students, class time spent in the L2, subjects taught, and
the level of participation by the native L1 speakers.

LITERATURE:
Literature, in its broadest sense, is any single body of written works. More
restrictively, literature is writing considered to be an art form, or any single writing
deemed to have artistic or intellectual value, often due to deploying language in ways
that differ from ordinary usage.
Its Latin root literatur /litteratura (derived itself from littera: letter or handwriting) was
used to refer to all written accounts, though contemporary definitions extend the term
to include texts that are spoken or sung (oral literature). The concept has changed
meaning over time: nowadays it can broaden to have non-written verbal art forms,
and thus it is difficult to agree on its origin, which can be paired with that of language
or writing itself. Developments in print technology have allowed an ever-growing
distribution and proliferation of written works, culminating in electronic literature.
GEOGRAPHICAL CONTEXT:
It is a geographic area that relates to a particular problem, discovery, or issue.
Dominican Republic grew in a fertile Ozama river valley; after that, came the slaves
called today Haitian people, and allowed them the relative safety to develop as a
complex culture, until they were divided from Dominican people to form another
nation; so, so Dominican nation were born at the same time. On second place it was
born its first and very important city called San Pedro de Macoris between the east
coast and side of the Higuamo River.
POPULATION:
All elements, individuals, or units that meet the selection criteria for a group to be
studied, and from which a representative sample is taken for detailed examination.
The total of all populations is called a universe
INSTRUMENT DESIGN:
Instrument design should consider the measurement of constructs that are directly
linked to how well the data is generated and subsequently measured and assessed.
We need sufficient instruments and archival data that will solve problems for the
improvement of human life, inclusive of health-related issues. The purpose of this
chapter is to examine the methodological approaches the psychometrician reviewed
in order to determine if a need existed to create an adequate, effective, and robust
instrument, or if the current primary and/or archival data would be adequate for the
study related to healthy aging. The intent of the researchers is to examine the
relationship between instrumentation and data and to develop a checklist for
instrumentation and data collection. A comprehensive literature review and a final
evaluation instrument is constructed that may assist the researcher in the validity and
reliability of instrumentation a priori and post-hoc instrument construction in the
future.
REFERENCE:

1. Count noun. A mention or citation of a source of information in a book or article.


‘Each chapter should have references to books covering the subject in greater depth’
More example sentences
1.2count noun. A source of information cited in a book or article.
Example sentences
Synonyms
2The use of a source of information in order to ascertain something.
‘Popular works of reference’
As modifier ‘a reference work’
More example sentences
2.1 The sending of a matter to an authority for decision or consideration.
‘The publishers reprinted and sold the work without reference to the author’
More example sentences
Synonyms
3 count noun. A letter from a previous employer testifying to someone's ability or
reliability, used when applying for a new job.
‘I was dismissed from the library, but with a good reference’
More example sentences
Synonyms
3.1 US A person who agrees to testify to someone's ability or reliability when they
apply for a new job.

THEORITICAL ACCOUNT:

A discipline of study which examines the methodologies, assumptions and


frameworks of financial accounting principles, searching through survey instruments
in linguistics and topics like grades, post-grades, masters, doctorate and topics from
all over other fields.

RESEARCH PROPOSAL:
A research proposal is a document proposing a research project, generally in
the sciences or academia, and generally constitutes a request for sponsorship of that
research. Proposals are evaluated on the cost and potential impact of the proposed
research, and on the soundness of the proposed plan for carrying it out. Research
Proposals generally address several key points:

 What research question(s) will be addressed, and how they will be addressed
 How much time and expense will be required for the research
 What prior research has been done on the topic
 How the results of the research will be evaluated
 How the research will benefit the sponsoring organization and other parties.

TERM PAPER:
A term paper is a research paper written by students over an academic term,
accounting for a large part of a grade. Term papers are generally intended to
describe an event, a concept, or argue a point. It is a written original work discussing
a topic in detail, usually several typed pages in length, and is often due at the end of
a semester.
There is much overlap between the terms research paper and term paper. A term
paper was originally a written assignment (usually a research based paper) that was
due at the end of the "term"—either a semester or quarter, depending on which unit
of measure a school used. However, not all term papers involve academic research,
and not all research papers are term papers
Term papers date back to the beginning of the 19th century when print could be
reproduced cheaply and written texts of all types (reports, memoranda,
specifications, and scholarly articles) could be easily produced and disseminated.
Moulton and Holmes (2003) write that during the years from 1870 to 1900 "American
education was transformed as writing became a method of discourse and research
the hallmark of learning."
Russell (1991) writes that in the 1910s, "the research paper began to harden into its
familiar form" adding that plagiarism and the sale of research papers both became a
problem during this time.

OPERATION OF THE VARIABLES

DV. 1-Diveloped communicative skills.


DV. 1-Manifest communicative difficulties.
DV. 1-Strenghts and weaknesses in the methodology of teaching.
DV. 1-Aspects to be strengthened in the teaching of the English language.
DV. 1-Results of the teaching-learning process.

INDICATORS

DV. 1-A) Dialogical exchanges.


B) Frequency of communication interaction.
C) Complexity of speech acts.
DV. 2-A) Domains of the linguistic contents.
B) Levels of correction of the communicative structures.
C) Levels of understanding of the interlocutors.
DV. 3-A) Learning activities.
B) Results of evaluations.
C) Attitudes before communicative exchanges.
DV. 4-A) Individual characteristics.
B) Oral and written production capabilities.
C) Effect of teaching methodology
DV. 5-A) Quality of oral and written productions.
B) Development of communicative autonomy.
C) Motivation before learning.

POSSIBLE RESULTS
Little development of the skills planned as a consequence of the little habit of study
and deficiency in the general grammatical formation.

Little use of grammar content due to poor management strategies and study
techniques that promote autonomous learning.

Poor listening comprehension levels as a result of the low exposure of the target
language.

Relative-management of the written comprehension generated by the excessive use


of the translation assigned as homework, which implies that the understanding of the
target language depends on it.

Poor command of general vocabularies as a consequence of the short time to study


and the limited practice of the target language.

CONCLUSIONS
Objective 1.
According to the first specific objective it has been found that the students of the
university maintain a mastery of basic skills, which due to their lack of depth in them
do not reach the complex levels of development necessary to maintain a fluent
communication in English as a foreign language, being the written production of
greater dominion than the oral one, given the already traditional tendency, to pay
more attention to the written part than to the oral part.

In other words, oral production does not go beyond connecting some statements
related to everyday life, but they do not go beyond higher standards that allow them
to talk about everyday issues at a semantic level in the context of abstraction;
examples….
A) Open your book on page 5.
B) I don’t understand.
C) Repeat after me, please.
D) Read the conversation A.
E) Answer the questions from the conversation.

Objective 2.
According to the specific objective two (2) the communicative difficulties are...
A) ORAL PRODUCTION DEPENDENT ON TRANSLATION
B) CONFUSION OF HOMOPHONICAL WORDS.
C) Greater control of written production than of oral production.
D) Articulatory distortions in some words that impedes the total comprehension of the
listener.
E) Frequent mistakes of phonetic accents of complex words when speaking.

Objective 3.
According to the specific objective three (3) the most frequent weaknesses are of
phonological, linguistic and dialogical types. While the strengths shown are less, we
can cite that... strengthening of general grammatical knowledge and clarification of
doubts d aspects not clear of English in pre-university teaching.

Objective 4.

According to the fourth specific objective, the aspects to be strengthened of the


teaching-learning process of English as a foreign language are the following...

A) Teaching strategies ... referring to the way in which the English teacher
teaches his class. Such ways can be implicit or explicit, depending on the type
of content.

B) Learning strategies ... set of how the student approaches the new content,
either to understand it, assimilate it, or practice it. Among these are cognitive
and cognitive-goals, compensatory, socio-affective and mnemonics.

C) Dynamics of the progression of the classes ... these refers to the effectiveness
and effectiveness with which the learning activities are carried out, be they
reflective, analytical, collaborative, cooperative, or scientific activities.

Objective 5.

Finally, the fifth and last specific objective conforming to the latest formative and
summative evaluations, the final results in terms of learning, of the English as a
foreign language are the following ...

A) Oral fluid communication 22%

B) Written fluid communication 30%.

C) Textual understanding of the intermediate level 8%.

D) Oral comprehension of the sender to the receiver and vice versa 16%.

E) Management of basic grammatical category 8%.

F) Mastery of the vocabulary according to the communication situation 16%.

RESEARCH QUESTIONS
1-What level of motivation did you see in the students before starting classes in the
English immersion program?
2- How do you consider the motivation present in the students during the teaching-
learning process in the English immersion program?
3- What linguistic contents have you developed most in the students in the English
immersion program?
4- How do you consider the levels of correction in students in learning English as a
foreign language?
5- What type of grammatical structure do you use to further develop communicative
levels?
6- What strategies do you use for students to develop reading comprehension levels
in the English immersion program?
7- What type of strategies do you use for students to educate their ears and develop
listening comprehension levels?
8- How do you consider the levels of oral comprehension among the students in the
English immersion program?
9- Do you consider that the students showed a positive attitude through the
explanation of the teacher in the teaching-learning process of the English language?
10- What activities do you develop for learning the English language through writing
in the English immersion program?
11- In what organizational way do you develop activities with students in the English
language as a foreign language?
12- What extracurricular activities do you develop with the students in the English
immersion program?
13- What activities do you use to develop cultural learning of the English language as
a foreign language in the English immersion program?
14- How do you consider the activities used to evaluate oral production in students in
the English immersion program?
15- What types of activities do you use to evaluate during the entire teaching-learning
process in the English immersion program?
16- What type of activities do you use to evaluate written production during the
teaching-learning process in the English immersion program?
17- What are the results of the evaluations more frequently than the students obtain
in the teaching-learning process of the English language?
18- How do you consider the results of the evaluations made to the students in the
teaching-learning process of the English immersion program?
19- How do you organize the classroom more frequently during the teaching-learning
process of the English language?
20- How do you consider the attitudes of the students before the communicative
exchanges in the English language in the classroom?
21- How do you consider the instruments used to apply the assessments on English
language learning?
22- Do you take into account the individual characteristics of the students before
developing the teaching-learning process of the English language in the classroom?
23- Do you implement diagnostic evaluations to measure oral production skills in the
English language in the classroom?
24- How do you think the tests diagnose the production capabilities written in the
English language?
25- What are the instruments that you apply for the implementation of the diagnostic
assessment made to the students about their previous knowledge of the English
language?
26- What effects of the methodology of English language teaching is present in the
students throughout the teaching process of the English program by immersion in the
classroom?
27- How do you consider the effects of the teaching-learning methodology on
students in the classroom throughout the English immersion process?
28- How do you consider the quality of the oral productions in the students in the
English immersion program?
29- What are the activities that you use to develop the quality of the productions
written in English in the students of the English immersion program?
30- Is the methodology used in the classroom in English language teaching focused
on being autonomous students of their learning in the English immersion program?
31- Does the student show a development of communicative autonomy in the use of
the language in the English immersion program?
32- How do you consider the development of communicative autonomy in the
students of the English immersion program?
33- How motivated are the students feeling before starting the foreign language
classes in the classroom of the English immersion program?
34- How do you consider the motivation of students to learn English as a foreign
language during the entire English immersion program process?
35- What are the activities that most motivate students in the teaching-learning
process of the English immersion program?
36- Do you use tics or tacs during the entire teaching-learning process of the English
language as a foreign language in the English immersion program?
37- What were your expectations before starting the teaching-learning process of the
English language in the English immersion program?
38- At what grade do you consider that the native language of Spanish makes an
appearance during the entire teaching-learning process of the English language in
the English immersion program?
39- How often do you receive trainings or trainings to improve the teaching-learning
process of the English language in the students of the English immersion program?
40- Do you consider that the English immersion program met the expectations
expected throughout the teaching-learning process of English as a foreign language
in the English immersion program?

INSTRUMENT DESIGNING

1-How do you consider the linguistic contents taught up to now in the English
immersion program?
Extremely difficult____, very difficult____, difficult____, easy___, very easy___,
extremely easy___.
2-What has prevented you from mastering some of the linguistic content taught in the
English class?
The teacher does not explain well___, lack of attention___, lack of explanations___,
absences to classes___, little study___. Others, what?
___________________________
3- Of the four linguistic skills of the language, which one or ones have you developed
the most in English class?
Listening___, speaking___, reading___, writing. Others, what?
_________________
4- What strategies does the teacher use for students to acquire linguistic skills for a
more effective communicative act?
Simultaneous practice___, simulation___, planned production___, both oral and
written___, of projects___, of research. Others, which one or which? ____________
5- How do you consider the strategies used by the teacher for students to master the
linguistic content?
Excellent___, very good___, good___, regular___, bad___, terrible___.
6- How do you consider the levels of correction of communicative structures in the
English language by the teacher in the classroom?
Extremely successful___, very successful___, successful___, failed___, very
failed___, extremely failed___.
7-How do you consider the oral interaction in the classroom to develop
communication skills?
Excellent___, very good___, good___, acceptable, bad___, very bad___, terrible___.
8-What strategies does the teacher use to develop levels of reading comprehension
in the English language?
Anticipation___, deepening___, interiorization___, reflection___, project___. Others
What? _______________________________________________________
9- What strategies does the teacher use to develop listening in the students?
Focus attention to specific auditory aspects___, repetition of auditory units___,
studies directed to particular sounds___, silent reading of phonemic
transcriptions___, oral and written phonetic exercises___, others, which one or
which? _____________________

10-What is your current level of listening comprehension?


Extremely high___, very high___, high, low___, very low___, extremely low___.
11- What types of activities does the teacher develop for learning the English
language through writing?
Free compositions___, directed___, individual and collective projects___, exercises
focused on particular normative aspects: (grammar___, vocabulary___, writing
rules___, others, which one or which?
______________________________________________.
12- How do you consider the activities used by the teacher for the teaching of the
English language through writing?
Excellent___, very good___, good___, acceptable___, bad___, very bad___,
terrible___.
14- How does the teacher develop activities with the students in the English
language class as a foreign language?
Individually___, as a couple___, virtually___, and in groups___, others, which one or
ones? ______________________________________________________________.
15- What extra-curricular activities does the teacher develop in the classroom for a
higher level of communicative learning in a foreign language in the English
immersion program? Contests___, karaokes___, excursions to academic centers
and places linked to the target language studies___, talks__, congresses___,
workshops, roads to foreigners___, others, Which one or
which?______________________________________
16- How does the teacher develop cultural content in the English class?
Reading of cultural aspects___, discussion of audio-visual documents___,
excursions to historical places linked to places of the target language___, cultural
conferences with native speakers___, Discussion forums in the classroom___,
investigations___, group presentations___, cultural deepening essay___, others,
Which one or
which?_____________________________________________________________
17- How do you consider the types of activities used by the teacher to evaluate oral
production in English as a foreign language students?
Extremely good___, very good___, good___, acceptable___, bad___, very bad___,
terrible______
18- What types of activities does the teacher use to evaluate written production
during the teaching-learning process of a foreign language in the English immersion
program?
Dictation___, making questions___, answering questions in the notebook___,
switching the conversations from the book to the notebook___, summing up
articles___.
19- What are the results of the evaluations that you get most frequently during the
teaching-learning process in English immersion program?
From 50 to 59___, from 60 to 69___, from 70 to 79___, from 80 to 89___, from 90 to
100, others, which one? __________
20- How do you consider the results achieved in the evaluations obtained by the
students during the class process in the English immersion program?
Extremely good, ___, very good___, good___, acceptable___, bad___, very bad___,
terrible___.
21- In what way does the teacher organize the classroom more frequently before
developing the teaching-learning process of a foreign language in the English
immersion program?
The students traditionally sit down giving the backs to their classmates___, the chairs
in circle___, semi-circle___, in round table___, with the empty middle putting two
groups of chairs to the right and to the left hand___.
22- What are the instruments that the professor applies for the implementation of the
diagnostic evaluation to the students to know their previous knowledge of the foreign
language before to begin the English immersion program class?
Written test___, oral test___, listening test___, reading test___, a vocabulary to
complete a musical test___, others, which one?
_________________________________
23- How do you consider the instruments used by the teacher to apply the evaluation
on learning English language?
Extremely good___, very good___, good___, acceptable___, bad___, very bad___,
terrible___.
24- Does the teacher implement the diagnostic assessment to measure oral
production skills in the English language before starting classes?
Always___, usually___, often___, sometimes___, occasionally___, seldom___,
never___,
25- What kind of exam does the teacher use for the diagnostic assessment of the
written production capacities in the English language?
A summary___, a reading comprehension___, a questionnaire___, a
composition___, a written test___, to complete a song with a vocabulary___, others,
which one? _____________________________________________.
26- How do you consider the methodology used by the teacher in the teaching-
learning process of a foreign language in the English immersion program?
Extremely good___, very good___, good___, acceptable___, bad___, very bad___,
terrible___.
27- What are the activities that the teacher uses to develop the quality of the written
production in English by immersion program in the classroom?
Dictation___, written competition on the board___, writing round table___, to write a
short story___, others, which one? _______________________________.
28- What kind of quality, does the teacher present in oral language productions in
teaching-learning in English by immersion program in the classroom?
Extremely good___, very good___, good___, acceptable___, bad___, very bad___,
terrible___.
29- Does the teacher's methodology teach students to be autonomous in the learning
of the foreign language through the English immersion program?
Always___, usually___, often___, sometimes___, occasionally___, seldom___,
never___.
30- How motivated did you feel before starting the foreign language classes in the
English immersion program?
Extremely motivated___, very motivated___, motivated___, normally___,
demotivated___.
31- How did you feel during the first stage of the English immersion program?
Extremely exciting___, very exciting___, exciting___, few exciting___, not exciting at
all___.
32- Does the teacher's methodology motivate students in the first stage of teaching
English by immersion during the entire learning process in the classroom?
Always___, usually___, often___, sometimes___, occasionally___, seldom___,
never___.
33- What were the activities that most motivated you in the teaching-learning process
of the English language by immersion?
Role-plays___, karaokes___, watching videos___, to bring face to face___, cultural
activities___, others, which one? ___________________________.
34- How were your expectations before starting the teaching-learning process of the
English language by immersion?
Extremely good___, very good___, good___, bad___, very bad___, terrible___.
35- How do you consider that the Spanish language is used in the teaching-learning
process in the English by immersion program?
100%___, 90%___, 80%___, 70%___, 60%___, 50%___, 40%___,30%___,
20%___, 10%___, 0%___.
36- Does the teacher use technology in the teaching-learning process in the English
for immersion program?
Always___, usually___, often___, sometimes___, occasionally___, seldom___,
never___.
37- What technological instrument most frequently use the teacher in the teaching-
learning process of English by immersion in the classroom?
Computer___, radio___, tablet___, cellphone___, television___, others, which one?
_____________________________.
38- How do you consider the technological tools used by the teacher in English
through immersion program in the classroom?
Extremely good___, very good___, good___, acceptable___, bad___, very___,
terrible___.
39- Does the teacher develop additional activities related to important dates in the
United States of America through the teaching-learning process of English in
immersion program?
Always___, usually___, often___, sometimes___, occasionally___, seldom___,
never___.
40- Do you consider that English for immersion program met the expectations
expected in the teaching-learning process in its first stage?
100%___,90%___, 80%___,70%___, 60%___,50%___, 40%___, 30%___, 20%___,
10%___, 0%___, others, which one?____________________.

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LIST OF ABBREVIATIONS

AL – The Audio-lingual Method


CBI – Content-Based Instruction
CLL – Cooperative Language Learning
CLT – Communicative Language Teaching
EFL – English as a Foreign Language
ELT – English Language Teaching
ESP – English for Specific Purposes
FL – Foreign Language
L1 – First Language
L2– Second Language
TEFL – Teaching English as a Foreign Language
TBL– Task-Based Learning
SL – Second Language
SS – Students/ learners

T – Teacher.

APPENDIX I

OPEN-ENDED SURVEY

1) What did you find interesting with activities that included communication in
Immersion English program?

2) What did you find easy in Immersion English program?

3) What did you find difficult in Immersion English program?

4) What it was not good in Immersion English program?

5) What did you find boring in Immersion English program?


6) Appropriate communicative activities for the first-year students in Immersion
English program (you can choose more than one):

a) acting, role play


b) predicting, guessing
c) (everyday) discussions
d) (professional) discussions
e) comparing experience
f) gathering information
g) positive/negative examples

7) What makes the situation more difficult when the students in pairs or groups
should finish the task in Immersion English program (entirely in English)?

(The original survey was administered in L2?

APPENDIXI I

OPEN-ENDED QUESTIONNAIRES ON LEARNING LEVELS ACHIEVED TROUGH


COMMUNICATIVE ACTIVITIES IN EFL UNIVERSITY STUDENTS.

OPEN-ENDED QUESTIONNAIRE RESULTS

1) What did you find interesting with activities that included communication in
Immersion English program?
The way students speak in English is interesting although their English is not
perfect. Different interesting exercises sometimes lead to develop grammar
and not the communication task. The information that can be found in English
books is very useful to me in the future.

2) What did you find easy in Immersion English program?


It is very easy when a certain grammatical unit is familiar to you, when you
have dealt with it before. It is also easy when there are not too many complex
questions and exercises because answers can be given straightaway.
3) What did you find difficult in Immersion English program?
It is difficult when there are very difficult exercises because in which we
sometimes have to take private lessons since we did not cover them
successfully during the lecture.

4) What it was not good in Immersion English program?


It is not good when there is noise during our lectures, when a lot of people talk
loudly and we cannot hear the teacher, which is of course very important for
us. And not a lot of activities to straighten the topics.

5) What did you find boring in Immersion English program?


It is boring when the class lasts longer and we want a break straightaway. It is
also boring when certain grammatical units are being covered and I think they
are not important at all for studying English because it is not included in
communication task.

6) Appropriate communicative activities for the first-year students in Immersion


English program :
h) Acting, role play.
i) Predicting, guessing.
j) (Everyday) discussions.
k) (Professional) discussions.
l) Comparing experience.
m) Gathering information.
n) Positive/negative examples.
7) What makes the situation more difficult when in class students in pairs or
groups should finish the task in Immersion English program (entirely in
English)?

The situation is made more difficult when primarily students are not quiet and
when everybody does not get their chance to say what they want to say. Not
all students possess the same amount of knowledge, someone can speak
very well when something is done in groups and someone cannot, so jealousy
or certain misunderstandings among students can arise, sometimes those
students who do not speak English so well can even be shy to begin the
communication task in Immersion English Program.

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