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2. What role did you have in planning the course and/or preparing materials for the course?
When it comes to the course, I do have to point out that the program is already designed
and so are the topics to be developed in it. However, I am able to choose what activities to carry
out as long as the established content is covered in the course time. The course uses a textbook
to develop all the contents that form part of the program, but I am able to incorporate other material
that I find appealing and suitable for the course.
3. Who were the students in the course? Why were they taking the course? What do you think
they expected to know/do as a result of taking the course? What role did they play in any changes
you made to the course as you taught it?
The students of the course are mostly adults, but also teenagers, from the area of Alajuela
and outskirts. The students who attend these open courses are people who work and need a
foreign language to better perform in their work, or even require it to apply for a job position.
Moreover, other people who attend these open courses are high school students who consider
that their English classes at high school are not good enough to be competent in the language.
4. What were your goals for the course? What did you expect the students to know or be able to
do as a result of taking the course?
The goals of the course included were that the students would be able to understand
listening material, develop some phonetic parameters, and use appropriate linguistic forms to
express different language functions. Hence, I expected my students to be able to do such things
but taking into account the specific topics covered in the course like childhood and teenage
memories, which includes the use of past structures; places in a town or city, which includes ask
and give directions; vacations, trips, and traveling preparations; objects and furniture at home,
which includes talking about routines at home.
about childhood memories. Also, the use of modals in order to give recommendations about
traveling preparations. Besides, vocabulary used when giving and asking for directions as well as
recommending things to do around a neighborhood r city.
skills. This are actually required to be applied in the last week of classes by the policies of CEIC.
The oral task consisted on talking about a persons place of birth, childhood life, as well as
achievements during his or her life. They were asked to use past tense structures appropriately at
all times during the presentation. On the other hand, the Listening test included audios about the
topics studied during the course.
reduce anxiety and promote the use of the students oral and listening skills. Also, there were
several speaking activities in order for the students to be able to use the topics or structures studied
in the course.
9. What do you think were successful aspects of the course? Why? What do you think were
unsuccessful aspects of the course? Why?
Some of the successful aspects of the course were the participation of the students as well
as the attitude towards the course in general because it was really positive. Also, they were eager
to be part in the activities carried out in the progress of the course.
10. How were your beliefs about learning and teaching manifest in the way the course was
organized, in the materials that used, and in the way student learning was assessed?
I can say that most, if not all, of my beliefs manifested in the course since I was able to
implement of them one way or another. For example, I included the use of technology every now
and then to present topics or simply to have tasks for them to carry out in the class. I often brought
games for them to play and use the language while doing so. They acted motivated to learn and
in part, I would like to think that it was due to the kind of activities that were implemented in the
class.
References
Broussard, J (2011). Playing Class: A Case Study of Ludic Pedagogy. Retrieved from:
http://etd.lsu.edu/docs/available/etd-11092011154402/unrestricted/jbroussard_dissertation.pdf
Groff, J., Howells, C. & Cranmer, S. (2010). The impact of console games in the classroom:
Evidence
from
schools
in
Scotland.
Retrieved
from:
http://www2.futurelab.org.uk/resources/documents/project_reports/Console_Games_repo
rt.pdf
Moqbel, M. & Padmarani, L. (2013). Enhancing EFL Teaching and Learning through Technology.
International
Journal
of
Social
Science
Tomorrow,
2(2),
1-9.
Retrieved
from
https://www.academia.edu/2629226/Enhancing_EFL_Teaching_and_Learning_Through_
Technology
Mujtaba, S. & Mubarak, M. (2013). The Use of Computer Technology in EFL Classroom:
Advantages and Implications. International Journal of English Language & Translation
Studies,
1(1),
61-71.
Retrieved
from
http://eltsjournal.org/pdf_files/The%20Use%20of%20Computer%20Technology%20in%20
EFL%20Classrooms-%20Advantages%20%26%20Implication-Full%20Paper.pdf
Prensky,
M.
(2001).
Digital
Game-Based
Learning.
Retrieved
http://www.marcprensky.com/writing/Prensky%20-%20Digital%20GameBased%20Learning-Ch5.pdf
from:
4(1).Retrieved
from
http://www.ijhssnet.com/journals/Vol_4_No_1_January_2014/29.pdf
Zimmerman, L. (2009).
Retrieved
technology/
from