FACULTAD DE CIENCIAS DE LA EDUCACIÓN

PROGRAMA DE LICENCIATURA EN IDIOMAS EXTRANJEROS

COLLABORATIVE LEARNING: ROLE-PLAYS AS A STRATEGY TO IMPROVE

SPEAKING PRODUCTION AND VOCABULARY IN EFL YOUNG CHILDREN

FROM A PRIVATE SCHOOL IN COLOMBIA

LUIS ARMANDO ALVAREZ GARCIA
GINA PAOLA CARRILLO MERCADO
NAIROBIS CUERVO PALMA

Director: Jhonny Llinas.

BARRANQUILLA
2022
PRESENTATION CONTENT
I. PART ONE
1. INTRODUCTION
2. RESEARCH QUESTION
3. OBJECTIVES
4. THEORICAL FRAMEWORK
5. METHODOLOGY
II. PART TWO
1. PROPOSAL
2. QUESTION
3. OBJECTIVE
4. JUSTIFICATION
5. THEORETICAL FRAMEWORK
6. PEDAGOGY
7. WORKSHOPS
INTRODUCTION
 Communicative competence and communication skill.

• According to Methods for teaching primary school students EFL, vocabulary as the
speaking skills is really vital and necessary at the moment of learning a foreign
language.

• the teaching of vocabulary and speaking skills have received more attention from
scholars in second language teaching

• To teach English, implementing some didactical activities may be helpful to

elementary students in order to learn a great number of new words of basic
vocabulary.
INTRODUCTION
 Context and Population.
The investigation was conducted in a
public school called Newlove in
Barranquilla/Colombia.
The population in this project was
composed by children at age of 7 to 12
years old, children who were exposed
to the English language
 Findings of the observations.
• Lack of participation in the class.
• They often hesitated to engage
in any conversation.
• Students showed difficulties in
creating speech.
• The teacher does not have
enough skills to manage the
language
• Students have a lack of basic
vocabulary
RESEARCH QUESTION

How to improve speaking skills

and vocabulary in EFL young
children from a private school in
Colombia?
OBJECTIVES • GENERAL Objective
• To improve speaking production and vocabulary in
EFL young children from a private school in Colombia
throughout role-plays as a strategy.
• SPECIFIC Objectives
• To identify the main cause of the lacking lexical level on
primary school students
• To design and develop different strategies to learn
English vocabulary for primary school students
• To implement a pedagogical proposal using active ways
to facilitate learning of new vocabulary.
• To evaluate the strategies implemented to increase the
lexical level of primary school students
JUSTIFICATION

This research project aims to provide solutions to the difficulties of student

´s performance.

The main reason for selecting this skill is to give people ( Teacher and
Student) the opportunity to convey, express, communicate their ideas,
feelings, emotions. All what people can share properly.

This project has the purpose of helping future EFL students to use
techniques based on communication skill.
THEORETICAL FRAMEWORK

• Krashen (1989)

• Hammer (1987)

• Wilkins (1972)

• Nunan (2003)
METHODOLOGY

 Type of research:
 Instruments/Techniques:
• In this research, three instruments were used to collect the data: Observations,
interview and a survey
 Data collection: The instruments were elaborate according to the level in which
the students were. In order to know if they had the correct bases in English
 PEDAGOGICAL PROPOSAL
Role-plays and Collaborative Learning as strategies
to Improve vocabulary and Speaking Skills
 Justification

The most of the students have a lot of difficulties in expressing simple ideas due to
the lack of vocabulary and speaking activities.

This proposal was designed based on role-play activities to make the students improve
their speaking skills by using the language in given situations through the
communicative language teaching.

This proposal is designed to involve the students in the learning process where they
receive a direct input and improve their output constantly as an active participant.
 OBJECTIVES
General Objective
 To improve vocabulary and speaking skills of 5th grade students at Newlove School
through the application of Role-play activities organized in workshops.

Specific Steps
 To identify activities from the book to encourage students to speak English

 To design oral based activities focused on the improvement of communication skills.

 To develop the Collaborative Learning to enhance oral activities in class.

 To encourage self- confidence in the students when talking in English.

 METHODOLOGY
 Use the student’s book as a topic reference propose to role-plays activities and
promote the teamwork.

 The application process is going to take place twice a week with an initial
instruction in each session.

 The methodology used, is the workshops.

 To evaluate process, feedback will be registered.

 BACKGROUND RESEARCH
 Monsalve & Correal (2010)
 Gutiérrez Gutiérrez (2009)
 Gordillo Santofimio (2012)
 Horwath (2006)
 Marcella (2010)
 Moreover, Xu (2010)
 Fahim Nilforooshan (2014)
 Marcum (1994)
 Contextual framework
The school that we chose to
develop this research Project was
Centro Educativo New Love
School.
 Type of research

• Type of research group has chose to develop This proyect was Qualitive
Research.

• Jhon Ward Cresswell (1994) A qualitive study is define as an inquiry process of

understanding a social or human problem based on building a complex holistic
picture, form with words,reparting detail view of information and conduction in
a natural setting.
 Phases Of The Research
• Observation phases
• Diagnostic phase
• Stage of development
• Final phase
 Method Data Collection
• Surveys
• Diagnostic test:in this case it was used the test VAK of Neil Fleming.
• Observation
VAK TEST
 ANALYSIS OF RESULT

According to the technique applie observation,the survery and the workshop we

can infer that these students have low English level. We was showed in the result
of these studies They are unable to produce spoken language.
WORKSHOP

• MY SCHOOL
•  
• Time: 60 mins.
•  
• Objectives: to identify and talk about the parts of the school .
•  
• Assumed knowledge: there is / there are, prepositions IN /ON
•  
• Resources: picture cards, pieces of paper, board, markers
Warm up : T show picture cards corresponding to the different parts of the
school ; for example : (cafeteria , classroom , principal office , library , bathroom .)
T calls out the name of the parts of the school and ask students to point at the right
picture.

Pre-speaking : T sticks the picture card all over the classroom, teacher ask
students to form groups of two , T says the name of the part of the school and
learners will run to the spot where the picture is located and call out the part of
school given.
•   
•  
 
• While speaking: T ask students to pass to the board T give a give piece of
paper to the student with the name of an element related to the classroom OR
the school for example : pencil ,computer lab , library . The students will draw
the image on the board and the other students will try to guess the correct
information
 
• Post speaking: T will take the student around the school to show them to
identify the different places around the school . T student have to indicate
what’s in that particular place ( there is / there are )
 
 Evaluation of the proposal

Student were to produce orally in English, They felt much better.

Many students we are able to improve their communicative skills.

 Conclusion

• The researchers could learn how to identify the deficiencies of the students and
design activities.

• Theses activities helped students to understand daily phrases.

• Give information about themselves such as personal information.

 Recommendations

• This Project is for teachers that want to improve their teaching styles, especially
when They apply speaking skills in the classroom.