1. UNIVERSIDAD MAGISTER
FACULTAD DE EDUCACIÓN
CARRERA DE LICENCIATURA EN ENSEÑANZA DEL INGLÉS
A DESCRIPTIVE STUDY OF EFFECTIVE COMPETENCY –
BASED EDUCATION TO ENHANCE THE LEARNING PROCESS
IN CONVERSATIONAL ENGLISH COURSES OF ADULT
EDUCATION PROGRAMS IN TURRIALBA, 2013
CINDY REBECA VEGA PEREIRA
2014

2. CHAPTER I
INTRODUCTION

3. PREFACE
«English is conceived as a linguistic and cultural tool
for communication, which allows the learner to
complement his education» (MEP, 2005)

4. BACKGROUND OF THE PROBLEM
 Learning according to the context.
 Students are different on the way they internalize
information.

5. PROBLEM STATEMENT
 Why is it important to describe the competency –
based education to enhance the learning process in
conversational English courses of adult education
programs in Turrialba, 2013?

6. GENERAL OBJECTIVE
 To propose teaching techniques according to
the learning styles of students by the
description of competency – based education
to enhance the learning process in
conversational English courses of adult
education programs in Turrialba 2013

7. SPECIFIC OBJECTIVES VARIABLES
To identify the approaches suggested by the Ministry of
Public Education in the curriculum of adult educational
programs
Curriculum
To describe the approaches used by conversational
english teachers
Approaches
To describe the learning styles of adult students Learning styles
To describe teaching tools Teaching tools
To propose the implementation of learning styles in
Competency Based Education
Teaching techniques

8. CHAPTER II
THEORETICAL FRAMEWORK

9. INSTITUTIONAL FRAMEWORK
Location
Population
Characteristics
Instituto Nacional de
Aprendizaje (INA)
Centro Integrado de
Educación para
Jóvenes y Adultos
(CINDEA)
Universidad Estatal
a Distancia (UNED)
Boston
Institute

10. THEORETICAL FRAMEWORK
«The objective of learning is to provide a contribution
to social and personal development» (MEP, 2005)
Communication
Cooperative attitude
Competency

11. Different
intelligence
Different
ways to learn
Visual
Auditory
Kinesthetic
Tactile

12. Materials
Pedagogically
prepared
Unrehearsed
Authentic

13. CHAPTER III
METHODOLOGICAL FRAMEWORK

14. Qualitative investigation.
Subjects: adults.
Sources: textbooks, dictionaries, web sites, original
materials.
Instruments: observation, questionaire, interviews.

15. CHAPTER IV
DATA ANALYSIS AND INTERPRETATION OF
RESULTS

16. INTERVIEW
Approach teachers use
Source: Vega, 2013
OBSERVATION
Percentage about the approaches
used by teachers at UNED, INA,
BOSTON institute, and CINDEA, 2013
Communicative Approach
Cooperative Learning Aproach
0
0
1
1
3
3
Never Sometimes Always

17. QUESTIONAIRE
PERCENTAGE OF THE WAYS
STUDENTS PREFER TO WORK IN THE
ENGLISH CLASS AT UNED, INA,
BOSTON INSTITUTE, AND CINDEA,
2013
OBSERVATION
PERCENTAGE ABOUT THE WAY
TEACHERS WORK WITH STUDENTS AT
UNED, INA, BOSTON INSTITUTE, AND
CINDEA, 2013
53%
26%
16%
5%
In Small groups
With all the class
In pairs
Individually
Source: Vega, 2013
Group Work
Pair work
Individual work
1
0
2
1
2
1
2
2
1
Never Sometimes Always

18. QUESTIONAIRE
Percentage of the students who
know their learning style at UNED,
INA, BOSTON institute, and CINDEA,
2013
Source: Vega, 2013
OBSERVATION
Percentage of the frequency teachers
implement learning styles at UNED,
INA, BOSTON institute, and CINDEA,
2013
28%
72%
Yes
No
Activities for visual learners
Activities for auditory learners
Activities for kinesthetic learners
Activities for tactile learners
3
1
0
0
0
0
0
0
1
3
4
4
Never Sometimes Always

19. INTERVIEW
Tools teachers use.
Web sites.
Books.
CD’s.
Video beam.
Computer.
Internet connection.
Speakers.
Text books.
Flash cards.
Newsprint.
Copies.
Source: Vega, 2013
OBSERVATION
Percentage of teachers who use
pedagogically prepared materials,
authentic materials, unrehearsed
materials and technological materials at
UNED, INA, BOSTON institute, and
CINDEA, 2013
Pedagogically prepared materials
Authentic materials
Unrehearsed materials
Technological materials
3
0
0
0
1
0
0
3
0
4
4
1
Never Sometimes Always

20. CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS

21. VARIABLE CONCLUSIONS RECOMMENDATIONS
CURRICULUM Made to finish a specific
program.
They must take into
account the way students
learn.
TEACHING APPROACH Teachers do not use a
specific approach.
Misunderstanding.
Teachers need
capacitation to know the
correct use of
approaches.
LEARNING STYLES Not implemented.
Students are not
diagnosed.
Its implementation may
become the lesson more
interesting.

22. VARIABLE CONCLUSIONS RECOMMENDATIONS
TEACHING TOOLS They are not the
necesary to implement
learning styles.
Institutions must be well
prepared for the
implementation of
learning styles.
TEACHING
TECHNIQUES
Teachers do not
challenge students to
speak.
Take into account the
context and the way the
student learn.

23. CHAPTER VI
PROPOSAL TO IMPLEMENT LEARNING
STYLES WHEN USING THE COMPETENCY
BASED APPROACH IN CONVERSATIONAL
ENGLISH FOR ADULT EDUCATION
PROGRAMS

24. PREFACE
 Process of information and context.
 Reduces boring
 Creates a relaxing and comfortable learning – teaching
atmosphere.

25. GENERAL OBJECTIVE
To implement learning styles when using the
competency based approach by a workshop given to
teachers who work with adult conversational English
courses

26. SPECIFIC OBJECTIVES
 To describe multiple intelligences, learning styles and
competency based approach in a power point presentation
for teachers
 To provide conversational English teachers with some
diagnostics to identify the way students process information
 To explain activities for teaching according to the learning
styles by a web site

27. PLAN DESCRIPTION OF THE PROPOSAL
LESSONS CONTENTS PROCEDURE MATERIALS TIME
LESSON 1 Competency
based approach.
Multiple
intelligences.
Learning styles.
Diagnostics.
Power point
presentation.
Diagnostics.
Computer
Video beam
Copies
2 hours
LESSON 2 Activities. Web site Computer
Internet
2 hours
LESSON 3 Micro teaching . Evaluation
assignment.
Craft paper
Markers
2 hours

28. COSTS AND IMPACT
 Interest and participation.
 Active lesson.
 Activities can be adapted to any topic, objective
or level.