UNIVERSIDAD MAGISTER

FACULTAD DE ENSEÑANZA

CONTEXTUALIZED PEDAGOGICAL STRATEGIES AT

THE INSTITUTO DE EDUCACION INTEGRAL FOR

THE IMPROVEMENT OF MOTIVATION IN 7TH

GRADERS TO LEARN ENGLISH, 205

GREIVIN BRICEÑO

VICTORIA ALVARADO

CHAPTER IINTRODUCTION

GENERAL OBJECTIVE

To determinate the repercussion of the behaviors

that hinders English learning at Instituto de

Educación Integral, at Las Nubes, Coronado.

SPECIFIC OBJECTIVES

• To determine the number of students demotivated with the purpose

of elaborate a diagnosis of the situation.

• To identify the factors that causes the lack of motivation in speaking

English at the 7th graders at the Instituto de Educación Integral,

with the purpose of taking corrective actions.

• To know about other teachers’ experiences related to this topic in

other institutions of the Region permitting the feedback between

institutions and the use of successful motivation strategies, with the

purpose of integrate it to the learning process.

• To propose the methodologies, resources and teacher`s potentials

needed in order to increase students self-confidence and

motivation toward the progress of speaking skills.

VARIABLES

•Number of demotivated students

•Elaborate diagnosis

•Factors that cause the lack of motivation

•Related information with other teachers of the

region.

•Successful motivation strategies

•Methodologies, resources and teacher`s

potentials needed

CHAPTER IITHEORETICAL

FRAMEWORK

INSTITUTO DE EDUCATION

INTEGRAL

It is located in Las Nubes de

Coronado, a rural zone.

The institution was founded in 1983.

This is an academic private high school

subsidized by the state.

The population is around 200 students.

MOTIVATION

The word motivation is derived from the Latin term

motives (“a moving cause”), which suggest the

activating properties of the processes involved in

psychological motivation.

Motivation plays a significant role in the process of

learning a language. Language teachers cannot

effectively teach a language if they do not understand

the relationship between motivation and its effect on

language acquisition.

DEMOTIVATION

Demotivation can be seen as only one

of many issues surrounding L2

learning and teaching. However,

different problems affecting the

learning process have different

impacts on learners´ performance and

progress.

CHAPTER IIIMETHODOLOGIC

AL FRAMEWORK

TYPE OF INVESTIGATION

This investigation was developed under a qualitative

approach.

The qualitative research is rooted by different disciplines

such as Sociology, Anthropology, and History.

This research is based on verbal descriptions, data

collections, interpretations and written explanations of the

researcher. The researcher has to interpret the data in

order to enrich that information.

Qualitative research is related to human behavior in items

of why it happens and how it affects the person.

SUBJECTS AND SOURCES OF INFORMATION.

The he subjects of this investigation were twenty five

students of 7th grade from the Instituto de Educación

Integral, Las Nubes de Coronado, who are between 12 to

14 years old. More subjects of this investigation were five

teachers from the high school.

The primary sources of investigation were two

questionaries applied one to the students and another to

the teachers.

The secondary Sources of the information was provided

by materials related to the study as books and internet.

POPULATION AND SAMPLE

The population of this institution is around

200 students, however our sample is only

25 students from 7th.

This sample was taken randomly.

CHAPTER IVANALYSIS AND

INTERPRETATION OF RESULTS

OBSERVATIONDuring the observation, it was possible to appreciate some attitudes

that could be the reason why students do not try to speak English

during the lesson. They feel more confident speaking in Spanish.

The teacher try to motivates them with activities where students

must speak English, but they do not produce in English. Most of the

time the teacher explain the lesson in English but sometimes, he has

to go back and explain some topics in Spanish because students´

knowledge or comprehension is not good enough.

During the interview to the teachers it was possible to appreciate

that teacher´s opinion is that even though they try to use different

activities, students do not react toward them.

Students´ motivation toward the learning English

process

Source: Alvarado, Victoria and Briceño, Greivin, 2015

Teacher´s position about students´ motivation to

participate in the activities

Source: Alvarado, Victoria and Briceño, Greivin, 2015

Motivational activities are part of the teacher´s lesson

Source: Alvarado, Victoria and Briceño, Greivin, 2015

The professor uses different activities each day to

make the lesson enjoyable.

Source: Alvarado, Victoria and Briceño, Greivin, 2015

Classroom activities are based in a textbook

Source: Alvarado, Victoria and Briceño, Greivin, 2015

CHAPTER VCONCLUSIONS AND

RECOMMENDATIONS

Demotivated students

Conclusion: As a conclusion and taken references from the investigation

where students express their point of view about motivation toward the

English process; just the half of students mentioned to be motivated

sometimes; this represent a problem that affect the learning process and

skills´ development of the students.

Recommendation: The teacher must find out ways, resources,

methodologies that can increase students motivation and catch students´

attention as well as avoid base their lesson in a textbook. Students could

feel more motivate when teacher create a good environment during the

lessons.

Factor that causes the lack of motivation and take

corrective action.

Conclusion: Motivational activities always must be part of the

English lesson; lack of motivation is an agent that affect the

process of learning, the activities presented by the teacher

have to be clear enough in order to make the students get

involved and understand the new topics, making students

more confident and able to learn English.

Recommendation: to implement strategies and activities that

can motivate students in order to make them participate during

the lessons; the teachers’ techniques always have to be a

resource in order to improve the students motivation.

Methodologies, resources and teacher’s potentials

needed.

Conclusion: Methodologies, resources and teachers’

potential are definitely necessary into the classroom.

Teacher ´s knowledge permit the feedback between

colleagues and successful performance in each student.

Recommendation: Teachers’ knowledge must be shared

with other teachers in order to increase with the new

methodologies implemented, the potential of new

generations of students.

Chapter VIPROPOSAL OF A WORKSHOP FOR

TEACHERS

GENERAL OBJECTIVE

To introduce motivational activities in the 7th graders

classes from Instituto de Educación Integral in order

to improve their English skills.

SPECIFIC OBJECTIVES

•To introduce motivational strategies which permit

the active participation in the English class with the

purpose of improve the production of the language

•To determine the impact that could have motivation

induction in the English class

In order to look for the best way to use it

•To apply motivational methods in order to improve

the level of the students in the English subject

MOTIVATIONAL STRATEGIES WHICH PERMIT THE ACTIVE

PARTICIPATION IN ENGLISH CLASS.

1. WAYS TO MOTIVATE STUDENTS IN ENGLISH LEARNING

•Using various and interesting activities.

•High expectations and using reward appropriately involving

new and effective techniques.

•Create a relaxed and positive learning climate.

•Cooperative activities.

•Providing opportunities for students to experiences success.

2. THE IMPACT THAT COULD HAVE

MOTIVATION INDUCTION IN ENGLISH

CLASSES

•Pre-action or initial motivation.

•Action motivation depends on initial motivation

and exerts.

•Post-action motivation

3 MOTIVATIONAL METHODS

•Make content relevant to student values and goals.

• Help students achieve their goals through learning.

• Provide potent models of learning.

• Prompt and persuade students to learn.

• Establish a positive relationship with students.

• Reward student achievement and learning efforts.

• Avoid demotivating treatment of students.

• Enhances student learning self-efficacy.

• Use engaging teaching methods.

• Use an appealing teaching style.

•Give motivational feedback.

MATERIALS QUANTITY COST

VIDEO BEAM 1 200 000

CD PLAYER 1 60 000

TELEVISION 1 200 000

INTERNET CONEXION 1 17 000 x month

ERASERS 3 2 700

MARKETS 8 5 000

CONSTRUCTION PAPER 10 (blocks) 5 000

CARDBOARD 30 5 000

COPIES 30 (per student) 15 000

SCISSORS 7 6 000

WHITE PAPER 5 (packages) 7 000

CRAYONS 10 (boxes) 4 000

PICTURES variety 10 000

PAINTS 10 (boxes) 12 000

ART MATERIALS variety 10 000

BALLS 5 4 500

BALLOMS 5 (packages) 5 000

POPPETS 6 8 500

COSTS

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