This thesis examines the National Plan of English as a Foreign Language in Costa Rican primary schools. It seeks to analyze elements of the teaching methodology, student evaluation, materials used, support provided, and student motivation. The author conducted research through questionnaires with 6th grade students and observations of English classes. The research found that while students are motivated to learn English and recognize its importance, the current program has limitations like not enough class time and a lack of audiovisual resources. The thesis concludes by recommending improvements to the teaching methodology, evaluation methods, materials, and support provided in order to enhance the English learning process for primary students in Costa Rica.

1. The National Plan of English as a
Foreign Language in Primary Schools
and Its Consequences in the Students’
Linguistic Competence
Thesis submitted to obtain the
“Licenciatura” in English Teaching
Alexandra Mora Casasola

2. RESEARCH QUESTIONS
What is the MEP as the governmental institution
of Education proposing concerning the teaching
of English in public primary schools?
Is one lesson a day enough time to promote the
acquisition of English?
How long is it convenient to expose primary
students to English in order to be able to
develop the program properly?
Can teachers develop plenty of activities in such
a short time span?

3. PROBLEM STATEMENT
Which are the factors that affect the
appropriate development in the
teaching-learning process of English as a
foreign language in Costa Rica’s public
primary schools?

4. GENERAL OBJECTIVE
To offer alternatives to improve the teaching
learning process of the English Language in
Costa Rican public primary schools.

5. SPECIFIC OBJECTIVES
to analyze the National Plan of English
to depict the elements in methodology
to depict how students are evaluated
to describe necessary materials
to determine the degree of support
to identify the degree of motivation

6. VARIABLES
Elements in teaching methodology
Evaluation
Materials
Support
Motivation

7. Located
in
Santa Bárbara,
Heredia,
Costa Rica
The Juan Mora Fernández School

8. type of investigation
information sources

9. population and
sampling
the instruments,
their analysis and
processing
SIXTH GRADERS

10. STUDENTS’ RESPONSE ON ELEMENTS IN METHODOLOGY . A+B AND C+D SCALES
ITEM
+
-
1. The activities allow me to participate orally.
88%
12%
2. My teacher speaks English all the time.
81%
19%
3. Games and songs are common activities.
37%
63%
62.5%
37.5%
5. My teacher provides a lot of grammar explanations.
90%
10%
6. English stories and magazines are read.
56%
44%
7. We listen to tapes.
90%
10%
62.5%
37.5%
4. I work in pairs or in group.
8. I participate in dialogues and speeches.
Source Mora Alexandra. The National Plan of English as a Foreign Language and Its Consequences in the
Students' Linguistic Competence. Universidad Magister, 2010.

11. TEACHERS SPEAK
ENGLISH ALL THE TIME
Always
Sometimes
5%
Rarely
TEACHERS SPEAK
ENGLISH ALL THE TIME
Never
YES
20%
9%
14%
72%
NO
80%
Source Mora, Alexandra. The National Plan of English as a Foreign Language and Its
Consequences in the Students' Linguistic Competence. Universidad Magister, 2010

12. MY TEACHER PROVIDES A LOT OF GRAMMAR
EXPLANATIONS
Rarely
5%
Sometimes
40%
Never
4%
Always
51%
Source Mora, Alexandra. The National Plan of English as a Foreign Language and Its Consequences in
the Students' Linguistic Competence. Universidad Magister, 2010

13. STUDENTS’ RESPONSE ON EVALUATION.
A+B AND C+D SCALES
ITEM
+
-
9. The tests have an oral part.
86%
14%
10. The tests include grammar exercises.
75%
25%
57.5%
42.5%
12.The activities are taken into consideration for my final
grade.
81%
19%
13. The English tests make me feel secure.
66%
34%
77.5%
22.5%
11.The tests include reading comprehension.
14. I would like to be evaluated in some other way.
Source Mora Alexandra. The National Plan of English as a Foreign Language and Its Consequences in the
Students' Linguistic Competence. Universidad Magister, 2010.

14. THE ENGLISH TESTS
INCLUDE GRAMMAR
EXCERCISES
MY TEACHER PROVIDES A LOT OF
GRAMMAR EXPLANATIONS
Rarely
5%
Never
4%
Never
25%
Always
75%
Sometimes
40%
Always
51%
Source Mora, Alexandra. The National Plan of English as a Foreign Language and Its Consequences in
the Students' Linguistic Competence. Universidad Magister, 2010

15. I WOULD LIKE TO BE EVALUATED IN SOME
OTHER WAY INSTEAD OF HAVING ENGLISH
TESTS
Totally
Disagree
22%
Totally Agree
78%
Source Mora, Alexandra. The National Plan of English as a Foreign Language and Its Consequences in
the Students' Linguistic Competence. Universidad Magister, 2010

16. STUDENTS' RESPONSE ON MATERIALS.
A+B AND C+D SCALES
ITEM
+
I learn more using materials like DVD´s, charts, movies, and
15. pictures.
77.5%
22.5%
16. I like to participate in the elaboration of materials.
70%
30%
17. I cooperate bringing useful materials.
65%
35%
18. Audiovisual resources are commonly used in class.
46%
54%
Source Mora, Alexandra. The National Plan of English as a Foreign Language and Its Consequences in the
Students' Linguistic Competence. Universidad Magister, 2010.
-

17. I LEARN MORE WHEN MY TEACHER USES MATERIALS
LIKE DVD'S, CHARTS, MOVIES, AND PICTURES
Disagree
15%
Agree
15%
Totally
Disagree
7%
Totally Agree
63%
Source Mora, Alexandra. The National Plan of English as a Foreign Language and Its Consequences in
the Students' Linguistic Competence. Universidad Magister, 2010

18. ITEM 19.
MY TEACHER OFTEN USES THE FOLLOWING MATERIALS TO GIVE
THE ENGLISH LESSON
Item
chalkboard
videos
books
flashcards
realia
puppets
songs
photocopies
costumes
AF
77
3
65
31
29
0
52
66
0
RF
96.25%
3.75%
81.25%
38.75%
36.25%
0.00%
65.00%
82.50%
0.00%
Source Mora, Alexandra. The National Plan of English as a Foreign Language and Its Consequences in
the Students' Linguistic Competence. Universidad Magister, 2010

19. MY TEACHER OFTEN USES THE FOLLOWING
MATERIALS TO GIVE THE ENGLISH LESSONS
96%
83%
81%
65%
39%
4%
36%
0%
0%
Source Mora, Alexandra. The National Plan of English as a Foreign Language and Its Consequences in
the Students' Linguistic Competence. Universidad Magister, 2010

20. STUDENTS' RESPONSE ON MOTIVATION A+B AND C+D SCALES
+
-
72.5%
27.5%
21. I choose English.
75%
25%
22. I actively participate in class.
65%
35%
62.5%
37.5%
24. I practice English out of class.
55%
45%
25. I am interested in learning English because I will
need it in the future.
94%
6%
26. I am motivated in English class.
80%
20%
ITEM
20. I enjoy the English class.
23. I practice English with my teacher and classmates.
Source Mora Alexandra. The National Plan of English as a Foreign Language and Its Consequences in the
Students' Linguistic Competence. Universidad Magister, 2010.

21. I AM INTERESTED IN LEARNING ENGLISH
BECAUSE I WILL NEED IT IN THE FUTURE
Disagree
4%
Totally Disagree
1%
Agree
9%
Totally Agree
86%
Source Mora, Alexandra. The National Plan of English as a Foreign Language and Its Consequences in
the Students' Linguistic Competence. Universidad Magister, 2010

22. ITEM #27.
I USE THE ENGLISH LANGUAGE IN THE FOLLOWING ACTIVITIES
Item
AF
RF
music
71
88.75%
movies
54
67.50%
videos
37
46.25%
multimedia
33
41.25%
video games
reading
48
60.00%
57
71.25%
communicate
46
57.50%
AF = Absolute Frequency
RF = Relative Frequency
Source Mora, Alexandra. The National Plan of English as a Foreign Language and Its Consequences in
the Students' Linguistic Competence. Universidad Magister, 2010

23. I USE THE ENGLISH LANGUAGE IN THE
FOLLOWING ACTIVITIES
88.75%
71.25%
67.50%
46.25%
60.00%
57.50%
41.25%
Source Mora, Alexandra. The National Plan of English as a Foreign Language and Its Consequences in
the Students' Linguistic Competence. Universidad Magister, 2010

24. CLASSROOM
OBSERVATION
SHEET
SIXTH GRADERS IN ENGLISH CLASS

25. RELATIVE FREQUENCY DISTRIBUTION CHART
ON CLASSROOM OBSERVATION SHEET
Item
Yes
No
Partially
1. Reveals lesson objectives.
60%
20%
20%
2. Reviews previous concepts.
60%
20%
20%
3. Carries out pre-teaching stage.
80%
0%
20%
4. Promotes interaction.
40%
0%
60%
5. Provides a positive learning atmosphere.
60%
0%
40%
6. Employs materials accordingly.
60%
20%
20%
7. Paces lesson to meet learner's needs.
80%
0%
20%
8. Provides clear and appropriate directions.
80%
0%
20%
9. Provides variety of activities.
60%
0%
40%
10. Encourages student-centered activities.
40%
40%
20%
11.Uses assessment and evaluative procedures.
80%
0%
20%
12.Recognizes different styles.
60%
20%
20%
13. Uses games/songs/puzzles.
60%
0%
40%
14.Follows the plan.
0%
0%
100%
15.Carries out routines.
40%
0%
60%
16. Knows how to handle a class.
40%
0%
60%
Source Mora, Alexandra. The National Plan of English as a Foreign Language and Its Consequences in the Students'
Linguistic Competence. Universidad Magister, 2010

26. FREQUENCY DISTRIBUTION CHART OF
CLASSROOM OBSERVATION SHEET
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Source Mora, Alexandra. The National Plan of English as a Foreign Language and Its Consequences in the Students'
Linguistic Competence. Universidad Magister, 2010

27. CONCLUSIONS AND RECOMMENDATIONS
Elements in teaching methodology
Evaluation
Materials
Support
Motivation
The National Plan of English

28. This thesis is dedicated to my son
Gustavito,
who in spite of his pain
knew how to enjoy life
and how to take advantage
of every single moment possible,
who gave us a life lesson
and left us his legacy
“Living is My Hobby!”