The Use of Ecrif Framework to Improve the Speaking Skills in EFL Classes for 9th Graders of...
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THE USE OF ECRIF FRAMEWORK TO IMPROVE THE SPEAKING SKILLS IN EFL CLASSES FOR 9TH GRADERS OF CONVERSATIONAL ENGLISH WORKSHOP AT CTP SANTA LUCIA, 2014
Pamela Cordero Randall Pérez
UNIVERSIDAD MAGISTERFACULTAD DE EDUCACIÓN
CARRERA DE ENSEÑANZA DEL INGLÉSMemoria de Seminario de Graduación para Optar por el Grado
de Licenciatura en la Enseñanza del Inglés
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PREFACE
English is of high
national priority in Costa Rica
Students need a second
language to communicat
e
Many students
leave school unable to
speak English
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Background of the Problem
This research is focused on investigating ECRIF framework use in EFL class to help improve the
speaking skill in conversational English Workshop.
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• JUSTIFICATIONThe purpose of this investigation is to determine the effectiveness in the use of strategies by using ECRIF framework to improve the speaking skills in a lesson.
• PROBLEM STATEMENT
How can ECRIF framework help improving English speaking competences to the 9th Graders students of
the Conversational English Workshop at CTP Santa Lucia?
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GENERAL OBJECTIVE
To demonstrate the effectiveness of ECRIF framework to improve the English level of the 9th Graders in the
Conversational English Workshop at CTP Santa Lucía
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SPECIFIC OBJECTIVES • To use ECRIF Framework to develop the knowledge of
English.
• To improve the use of English skills by using ECRIF.
• To propose techniques using ECRIF framework to increase the effectiveness of the English speaking skills.
• To propose strategies that motivate students to speak in English by using ECRIF.
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INSTITUTIONAL FRAMEWORK
• Santa Lucía Technical High School
• Located in Llanos de Santa Lucía, Paraiso in the province of Cartago
• 21,571 inhabitants
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THEORETICAL FRAMEWORK• From 1869, public education in Costa Rica is free
and mandatory.
• English is in the whole educational cycles.
• Students has to develop the four skills to communicate in English.
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ECRIF COMMUNICATIVE APPROACH
The focus is on the learning process that students go
through as they work with the target skill.
Encounter
Clarify,
Remember,
Internalize
Fluently
Classroom goals are focused on all of the components of communicative competence.
Goals therefore must intertwine the
organizational aspects of language with the
pragmatic.
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METHODOLOGICAL FRAMEWORK
• Type of investigation
• Subjects of information
• Sources
• Population
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DEFINITION OF VARIABLES
1. Knowledge
2. The use of ECRIF
3. Effectiveness
4. Strategies
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1. Knowledge
Graph Nº 6Knowledge about ECRIF framework
Source: Mora and Pérez , July 2014.
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RECOMMENDATION• During the process teachers express that they like the
fact that using ECRIF on the planning divides the lesson into different stages, each serving a different purpose within the lesson objective as a whole.
• To be open minded to new techniques in order to improve the way teachers teach English in their classes.
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2. The use of ECRIF
GRADES STUDENTS PERCENTAGE
65 O MORE 6 38%64 OR LESS 10 62%
TOTAL 16 100%
CHART Nº 7 SPEAKING DIAGNOSTIC TEST WITH OUT ECRIF
Source: Mora and Perez, March 2014.
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RECOMMENDATION• To be dynamic in the classes
• The environment should be attractive for the students. ECRIF facilitates motivation because this framework encourages not only teachers but also students to use the English during the whole class.
• To include different attractive activities that motivate students to use the target language during the class.
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3. EFFECTIVENESS
GRADES STUDENTS PERCENTAGE65 O MORE 11 68%64 OR LESS 5 32%
TOTAL 16 100%
CHART Nº 8SPEAKING FIRST TEST WITH ECRIF
Source: Mora and Perez, March 2014.
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GRADES STUDENTS PERCENTAGE
65 O MORE 13 81%64 OR LESS 3 19%
TOTAL 16 100%
CHART Nº 9 SPEAKING SECOND TEST WITH ECRIF
Source: Mora and Perez, March 2014.
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RECOMMENDATION• Students respond in a positive way to the new
techniques.
• To use ECRIF Framework as part and support of the plan.
• To understand ECRIF Framework in order to have a clearer and more detailed understanding of students ‘learning process.
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4. STRATEGIES• Students were not participating, they look afraid to do
it.
• The proposed activities were not having any effect in the students.
• Teachers plan their lesson by following a framework, they generally use the approaches suggested by MEP.
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4. STRATEGIES
ANSWER TEACHER PERCENTAGEWarm up, presentation, practice and
production 6 60%pre activity, while activity, post activity 1 10%
Warm up, presentation, practice and consolidation 2 20%
Warm up, presentation, practice and consolidation, production 1 10%
TOTAL 10 100%
CHART Nº 3FRAMEWORK FOR PLANNING
Source: Mora and Perez, March 2014.
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RECOMMENDATION
To use strategies to integrate ECRIF framework as part of the lesson planning as follows:
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STAGE TEACHER ACTIVITIES
ENCOUNTER
Teachers have to provide a clear context, and give students the opportunity to talk about a topic.
• Brainstorming• Answering
questions• Describing
pictures• gap fill activities
CLARIFYTeachers will find out what students already know
• Matching exercises
• Discussions, debates
• Sorting words and sentences
REMEMBERTeachers should pay close attention to problems student may have and give them specific feedback.
• Recognition activities
• Bingos • Pointing to
pictures• Matching
questions with answers
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STAGE TEACHER ACTIVITIES
INTERNALIZE
Teachers have to allow students to write and ask questions to get ideas and recall experiences
• Correcting sentences
• Making stories• Putting words in
order
FLUENTY USE
teachers encourage students to ask more questions and give them enough time to get ideas, in order to use the language as much as possible. In this stage teachers should provide a good model of the activity to do, and a clear communicative task to motivate students
• Retelling stories• Role plays• Discussing
questions• Conversations in
which students convince or request their partners.
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WORKSHOPNAME:
HOW TO USE ECRIF FRAMEWORK?TYPE OF COURSE:
Theory-PracticalLENGTH:
3 daysTARGET POPULATION:
English teachers from secondary schools