PROPOLSAL OF AN ENGLISH EDUCATION MODEL FOR SENIOR CITIZENS THROUGH TECHNOLOGY AT UNIVERSIDAD MAGISTER

1.1 EXECUTIVE SUMMARY
The acquisition of the language is natural and is inside of the brain. Everybody has
the ability to produce language. People learn in a natural way and acquire the
language. Students require instruction that is cognitively challenging and
demanding of analysis and critical thinking, not just drills and repetition. Teachers
should set challenging standards for their students and then prepare lessons that
facilitate students ascension to these standards. The person acquires the language
in diagrams. The language has a role to develop knowledge, and the environment
has a very important part during the process. Vigostky says that the language
acquisition takes place during the human interaction.

Brunner has almost the same thoughts as his colleague who is about the
environment is important in the process of learning a new language and the human
interaction is crucial.

Krashen is one of the researchers who have presented one of the most important
theories about the acquisition of a second language. He sets there is an order to
acquire knowledge, there are rules and learning.

Teachers should pay attention to this order to help their students to get the
proficiency they need in this language.

There are many myths that say that the older is somebody the hardest is to learn.
Motivation is a very important aspect teachers and learners should use when
learning. There are different strategies teachers can use to teach seniors, those
activities interfere in the way students interact and learn the language.

There are also important rules that can be used in a classroom, as technology.
Understanding and analysing these factors, it is demonstrated that no matter the

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age, people are able to learn. It is important to know that everybody is different, so
that there are different ways and techniques to learn.

When seniors are learning, teachers need to know they could have fears, due to
their ages. However the teacher can use activities in order to encourage them to
learn. The environment, the treat, the teachers attitude and the correct
use of technological environment and devices, are great mechanisms to help this
group of people to improve a new goal in the old age and ageing process.

1.2 PROBLEM BACKGROUND

Nowadays in Costa Rica, the knowledge of a second language has become very
important due to one of the biggest issues of economy, the tourism, as well as the
opening of international market.

The different industry in Costa Rica is in need of people who speak another
language, especially English.

In a globalized world, English is becoming a very important tool not only to
communicate abroad, also inside Costa Rica.

Universities and colleges around Costa Rica are preparing people not only in their
major, also to speak English in their specific fields.

Lately, the different institutions have the priority to prepare children and teenagers,
and they forget about the adults, especially elderly people.

Some important people are denied an education, particularly senior citizens.
Education affects both the individual and the country. It contains several interests
and results for a modernizing world (Reardon 2007). Educational programs

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strengthen community desires and outcomes, and promote the understanding of a
community’s culture and history (Reardon 2007).
At the turn of the 21st century Costa Rica is building new trails for adult education.

There is a strong desire to raise the levels of development.

Some adult’s

education programs are sponsored by universities. When people are under an
educational atmosphere, it provides a space in which each person can discover,
express and appreciate new ideas, values and beliefs (Freire 2000; Horton 2003).

Adults and senior citizens are an integral part of Costa Rica and through education,
development and change most certainly will occur. Development, however, can
only occur when the students, in this case adults take the knowledge acquired
through the programs and actively participate in the improvement of their
communities (Zapparolli 2005; John Dewey 1898; Freire 2000).

There is a difference between the way young people and adults learn. Every
English teacher when preparing their classes must take into account that children,
young people and adults don’t learn the same way. In the other hand there are
methodological strategies and activities that teachers forget that can help both
adults and children. When educators have in charge the task of teaching adults,
they need to recognize that there are advantages and disadvantages, and must
have the skill to take advantage of it, for a success in the acquisition of the
language.

English educators should know there are fears and prejudices, and in their hands
is the big assignment to help adults feel comfortable to get over and feel confident
to learn a second language.

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It is important to make new and interesting material to teach adults. The use of new
methodology and the creation of interesting supplies and teaching material is a
good starting to teach adults.

Nowadays, teachers can implement the use of technology in their classes. They
can use it as a tool in the acquisition in a grupal situation, but also as an individual
way to practice English.

There is a myth that adults need classes a little dynamic and very grammatical, but
it looks like it is not true, they also like to have fun. They can learn through games
and in interactive classes where is not necessary to translate everything.

Technology could become a great method to get the adventure of learning a
second language.

To learn another language, people must have some requirements among them, to
be willing and have the desire to learn, and very important be motivated.

To teach adults, teachers can break the rules and create classes more real, avoid
magisterial, grammatical and the translation classes. In those classes adults can
be taken to field trips and have the adventure of this virtual trips.

Taking the advantage of technology and the desires that adults have, the
acquisition of the second language will become more interesting and it will not be
only a great experience, it will be also a success.
Harmer (2007) divides these factors into two groups, emotional
and practical. No matter which group students’ motivation factors
come from, “the desire to achieve some goal provokes a decision
to act”. (Harmer 2007:20).

Motivation is one of the most important qualities to succeed and achieve the goals
that people are looking forward to. These people go because it is something that
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always wanted to do, might not be going for a job or for a promotion. They may be
going because they really want to learn, and feel that they are useful. The biggest
help teachers can give is to create interesting classes where they really break their
fears and have fun while learning.

1.3 JUSTIFICATION OF THE PROBLEM

English has become an important advantage for any age. The need of learning a
second language is not just for the future of children and young people. English is
becoming a global language. It is one of the most important languages. English is
not only a subject in schools; it is also a very important tool for the social side.

For the acquisition of a second language it is necessary guides and programs, as
well as value sources to prepare adults with strong desires of learning English.

There is a disadvantage in the adults teaching called fear. They have fear because
they have not had the ideal way to learn. To get another language, people must
invest many hours on it.

This is one of the reasons of this research, to make a proposal to help adults to get
a goal of leaning a second language, and having fun with the best methodology
and the best resources as technology.

According to Wikipedia (2012) the digital divide is the socioeconomically difference
between countries with internet access and countries without it, although these
differences can be also in the access to all

information and communication

technology (ICT), like the personal computer, cellular phone, broadband
information and other devices.

Data of the International Telecommunication Union in 2006 show that 58.6% of the
population in developed countries has access to Internet, instead 10.2% of
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population

in

developing

countries

has

access

to

this

technology.

(hhtt://www.itu.int/ITU-D/ict/statistics/ict/graphs/internet.jpg, 2012)
People in the world are getting old. It is happening due to the low birth rates and
the improvement of quality in health, increasing life expectancy, especially among
elderly.

Some differences between rich and developed countries are also the significant
treatment that senior citizens receive. The access to ICT one of the keys aspects
and that manner access to labor opportunities and general knowledge is limited in
a society that changes permanently.

A right use to technology adults not only will get the acquisition, instead they will
learn how to write it, read it and listen to it, and they will improve their
pronunciation, with activities related to all of it. Computer programs can help them
both in classes and places they live.

Teachers have the task of finding the best methodology to help their students.

Teachers need to keep their eyes open to see what are the fears that people have
when they are interested in learning and when they get them, it is the perfect time
to take the advantage to make it disappear and show people they are able to learn
when they are motivated, as well as the sources they use. When people feel that
are learning they give more effort and they believe, and make their fears
disappear.

When an adult enroll an English course, it is because they want to communicate
with their foreign neighbors, understand movies, visit different countries and feel
that they are able to ask for their own food. They are in classes for the only reason
they are motivated to learn, give them the right treatment is the best help a teacher
can give.

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1.4 PROBLEM STATEMENT

Which one should be the most effective way to teach a second language to an
older adult?

1.5 GENERAL OBJECTIVE

To find strategies that teachers can implement to teach the acquisition of a second
language to elderly adults.

1.6 RESEARCHING QUESTIONS
This research will analyse the effect to adult education programs on adults in
Universidad Magister. This thesis will be based on the development of a proposal
of a teaching program. In order to find this, there are the following questions:
 What is motivation?
 How to motivate adults to learn English?
 Why do adults get afraid when they want to learn a second language?
 What are the most common fears an adult have when learning a second
language?
 What is language acquisition?
 Why technology is a good tool when learning English?
 What is the teacher’s opinion about the use of technology in the classroom?
 What are the benefits of the use of technology in the classroom?
 What are the best procedures to apply in second language acquisition?
 What actions (physical, mental and emotional) do adults take in order to
integrate education into their lives?

This is a proposal to address in a specific institution in San Pedro, in order to
motivate these adults to take courses.

Costa Rica is a unique country that
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abolished army instead follows a social reform. Most of Central American and Latin
American countries spend a large amount of its money in the maintenance of the
armies. In Costa Rica its capital is used to maintain education, healthcare and
pension plans.

Costa Rica is well known as a democratic country with peace, equity, and with
access to education. State officials in Costa Rica are elected democratically, the
voting rate is at 80 percent, education is free through the age of 12 and compulsory
through age 14 (Helmuth 2000). Besides the democratic system and the dedication
to have social programs, and the high expectative in education, Costa Rica is one
of the most visited countries in Latin America, the past few decades have
witnessed escalated levels of tourism. Costa Rica’s expresident Oscar Arias
affirms that the primary means to further Costa Rican development is through
education (Cox 2007).

1.7 SPECIFIC OBJECTIVES

1.7.1 To determine the teaching strategies that promotes learning in senior
citizens.

1.7.2 To know the interest of participation that senior citizens have in
English courses through technology for acquiring better knowledge in
this subject.

1.7.3 To identify the most common fears toward second language learning
for developing a teaching model proposal.

1.7.4 To propose a general English teaching model for senior citizens
using technology for enhancing their skills using new learning
strategies.

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1.8 VARIABLES

Teaching strategies

Interest of participation

Fears on second language learning.

1.9 COVERAGE AND LIMITATIONS

1.9.1 COVERAGE

This proposal points on the different strategies that teachers can implement in their
classes in order to help adults achieve their goal of learning English as well as to
improve the acquisition of the second language.

When adults want to learn a second language they have many fears. One of the
objectives of this proposal is to find that panic and try to avoid it in order to help
and motivate adults to get their purpose of learning and to be able to communicate
without any anxiety and trusting in themselves.

When teachers are informed of the best methodology to teach it is a great help due
to create an accurate environment when teaching. Every group of students is
different but when teachers feel that they have a manual to guide them they will be
delighted to give a precise class. As teachers follow or are informed about activities
or know about some fears their students have it is a big help to have a proper
environment in their rooms, look for the right and accepted resources in order to
encourage adult for the acquisition of the second language.

In addition, this project is made to show teachers that they can try different
methodology to teach, not only with old and antique techniques. With a nice
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environment and the best resources this will make the students believe they are
able to learn something new no matter their age.
Making a better job and looking at the results teachers can also improve their selfesteem giving to themselves motivation to develop their professional activity.

1.9.2 LIMITATIONS

The sources of information are limited and the data concentration is about few
people.

Another limitation is the little participation elderlies have to complete the survey,
because of their fear to make a mistake.

Limited time available. Elderlies like to talk, while they were filling the survey they
wanted to talk about their achieves, family, activities they do during the day, and on
the part of the researcher it was hard to provide more time for them.

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CHAPTER II
THEORICAL FRAMEWORK

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2.1 INSTITUTIONAL FRAMEWORK

Magister University is a private law body serving the purposes of cultural
promotion, spreading and preservation. This model fulfills this purpose in
permanent direct contact with the universal thought and attaches particular
importance to Costa Rican problems.

It contributes to the development of the culture through humanistic studies,
scientific and technological research and artistic creation. The ideas, the conquests
of science and artistic achievements are disseminated through education. This in
turn is a community of teachers, students and graduates, who seek the integral
and harmonic components and it also instills in them the spirit of moral rectitude
and social responsibility.

The University train original researchers, suitable professionals, career professors,
socially effective and willingness to serve the country. The university graduates
are guided in teaching and research tasks through the close relationship with the
society.

The Universidad Magister is dispensable in ideological, political, religious and
cultural matter, within its walls there is research and expression freedom, however
does not ignore social, political and ideological problems, but rather it studies them
scientifically.

In addition of its specific labor of studies and higher education center intends to
disseminate the benefits of its cultural and social action through the university
extension.

The institutional work is supported by three pillars: Social Responsibility,
Environment Commitment and Humanized Technology, principles that are used to

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work with indigenous communities, social problems attention centers, Red Cross,
senior citizens programs, and more.

FIGURE Nº 1. SAMPLE OF THE THREE BASIC PRINCIPLES OF THE
UNIVERSIDAD MAGISTER

Source: Rectoría Universidad Magister

The Universidad Magister as part of its approach to the community has created a
indigenous support group, where youth are able to cooperate, as well as different
institutions.

The Continuing Education Program for indigenous has been created in the Social
Responsibility framework in order to work directly with the 24 Territories and the
National Commission of Indigenous Affairs (CONAI), The Youth Indigenous
Groups, The Groups of Women and The Local Government Groups, in a joint
searching for a definitive and sustainable solution to the increasing level of
impoverishment of our indigenous people.

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The Universidad Magister is in a searching of new sponsors, individual or
collective, who want to be part of the Social Corporate Responsibility proposal, and
give a hand to this intense work.

2.1.1 BASIC PRINCIPLES

The Universidad Magister is a non-denominational higher education organization
that offers an organic, integral and systematic training, in order to find an open for
a dialogue and coexistent professional. Someone engaged with the scientific and
technological knowledge. A person who respects the human rights, nature and the
environment conservation. All of them as conditions for the transformation of
society and the world, in search of a freer national and universal reality, fairer and
more humane.

The guiding principles that guide the University in fulfilling its mission, inspire the
academic activity and based the belonging of its members to a university life are:
the strengthening of democratic and freedom that are based the Costa Rican
government values; thought and expression freedom; the pluralism; and the
participation of its life institutional members, protecting the inherent hierarchies of
the university work, providing higher education through the use of the best teaching
methods and technics.

Part of these guiding principles are also the reflexive, dialogue and critical attitude
in the practice of the intellectual tasks, serving as means of culture dissemination;
equity and merit appreciation in the entrance, promotion and graduation in the
University; the ethical, civic and social solidarity people training; the people and
goods respect; the institution commitment;

the university functions integrity and

balanced development; the dialogue promoting and the interaction between
disciplines and commitment with the country contributing the university education,
establishing cooperation and coordination systems with specialized institutions

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both national and abroad; and promoting the scientific, artistic, cultural and civic
Costa Rican people’s spirit.

2.1.2 STRATEGIC FRAMEWORK

2.1.3 MISSION

We are an open heart and permeable mind home school, linked to the needs of our
environment with the management knowledge of our students, teachers,
administrative assistants and providers as an integral developmental platform.

2.1.4 VISION

We will be a private higher education institution without borders, to serve to the
universal development strategies of the different economic sectors, socially
responsible and in harmony with the environment.

2.1.5 VALUES

• Peace
• Ethics
• Discipline
• Perseverance
• Humility
• Charity
• Beauty

The following figures show the values, organizational and graphic expression of the
current Strategic Plan of the Universidad Magister:

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FIGURE Nº 2. VALUES OF THE UNIVERSIDAD MAGISTER

FIGURE Nº 3. ORGANIZATION CHART OF THE UNIVERSIDAD MAGÍSTER

Source: Rectoría Universidad Magíster

The Universidad Magister is rethinking its Strategic Plan below it is showed the
graphic expression of the Strategic Framework:

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FIGURE Nº 4. GRAPHIC EXPRESSION OF THE STRATEGIC FRAMEWORK
OF THE UNIVERSIDAD MAGISTER

Source: Rectoría Universidad Magister

The strategic seal of Universidad Magister frames the three institutional pillars of
the Social Responsibility, Environment Commitment and The Humanized
Technology work; also the Strategic Framework involves the graphic expression of
its Strategic Plan.

2.2 THEORICAL FRAMEWORK

2.2.1 THE USE OF TECHONOLOGY FOR THE TEACHING AND LEARNING
LANGUAGE
“As the use of English has increased in popularity so has the
need for qualified teachers to instruct students in the language. It
is true that there are teachers who use ‘cutting edge’ technology,
but the majority of teachers still teach in the traditional manner.
None of these traditional manners are bad or damaging the
students. In fact, till date they are proving to be useful also.
However, there are many more opportunities for students to gain
confidence practice and extend themselves, especially for ESL
students who learn the language for more than just fun. For them
to keep pace with ELT and gain more confidence they have to
stride into the world of multimedia technology”.
(International Conference on Language, Medias and Culture,
2012)

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Language teaching has been using technology for teaching. Nowadays language
labs are equipped with high-tech that enables higher education quality and
efficiency.

The use of technology help educational syllabus due to it allows the design and
development of a large number of complementary sources, develop individualized
assessment processes, and implement self-assessment as a teaching resource.

Technology not only helps in the learning process, it is a great tool for teachers,
since it adapts to the competence level of each student's curriculum, for the variety
of programs that provide it allows to design different activities for learning styles of
student, remembering that the level of motivation is significantly much higher than
when using other resources. This opens the possibility to interact with resources
and the student become in an active learner, because of the process of the
language learning.

According to Gisbert (2003) telematics networks constitute powerful containers and
transmitters of information and that computers become important tools central to
teaching and learning processes, their educational potentiality can be minimum if it
is not accompanied by other pedagogical measures. (p. 256)

Facilitating the independent in learning, the students will be able to have a
feedback and improve since their errors, needs, and interests.
“The branch of knowledge that deals with the creation and use of
technical means and their interrelation with life, society, and the
environment, drawing upon such subjects as industrial arts,
engineering,
applied
science,
and
pure
science”.
(http://dictionary.reference.com/browse/technology, 2012)

Technology is a great tool for learning another language; it overcomes the
problems of overcrowded classrooms. Students could study at home, it makes
possible a heterogeneous instruction at the time in which look for programs that fit
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the students competition linguistics. The phonetic, syntactic, morphological and
semantic levels are supported through these means.
The concept of technology has changed throughout history and incidentally in the
course of last century. The result of the continuous cultural, economic and social
changes have influenced directly on the quality of life, in the work transformation,
communication and leisure, among others.
The term refers to the set of knowledge, skills and resources necessary to reach a
predetermined end by using artificial objects (devices) and the organization of
tasks. This definition is insufficient because it does not differentiate this term from
the arts and science, which would have then to analyze the functions and purposes
of the technologies to make a difference more clearly.
Blázquez (2003) emphasizes the fact that the participants in these teaching and
learning processes set in new virtual environments will have to develop a critical
distance in order to benefit from the enormous advantages they account for: "We
are aware that the Internet is not and will not be the panacea, it will not even
become - to our judgment- a suitable educational means in all situations,
furthermore, a proper critical distancing will be required to educate with it". (p.14)
Accoding to Margaret Rouse, 2005
“ICT (information and communications technology - or
technologies) is an umbrella term that includes any
communication device or application, encompassing: radio,
television, cellular phones, computer and network hardware and
software, satellite systems and so on, as well as the various
services and applications associated with them, such as
videoconferencing and distance learning. ICTs are often spoken
of in a particular context, such as ICTs in education, health care,
or libraries”

Currently people are immersed into Technology Information and Communication.
New society has found an affordable way to use technology as an educational
resource, for new teaching practices, a new school, and new values. It is an
affordable way that is inside of equality of opportunity for everybody.

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Nowadays, technology is immersed into educational projects, reflected in curricular
projects and in teaching units. It is supposed to develop the didactic and
methodological level modifying the teaching practices.
“Products and services based on new technology, such as ICT
are developing rapidly, and are used by large parts of the
population, including elderly people. Increasingly people between
the ages of 55-74 are adapting to use of the internet, mobile
telephones, and tablets and gaming technologies” (Australian
Institute of Health and Welfare, 2007; Haukka, 2011).

Language teaching of using Technology for the acquisition of learning has changed
in recent decades, going from teaching a new language to window necessary
opportunities for all ages.

Salinas (2003) agrees in the fact that the integration of ICT into education
generates a set of transformations which modify all the elements which take part in
the educational process: organization, student, curriculum and mainly, they affect
the teacher’s role, function and attitude. (p.133)

The acquisition of another language will not be useful to practice; it will be also a
possibility of establishing meaningful relationships with people from different
countries and be able to interact to through email or chat. In addition, this skill will
allow learners interact with people from faraway places, develop relationships with
people who are not physically present in their daily environment. The exchange of
educational experiences between students and professionals through computers
will contribute to a multicultural society overcoming geographic barriers, language
and culture.
“When students are using technology as a tool or a support for
communicating with others, they are in an active role rather than
the passive role of recipient of information transmitted by a
teacher, textbook, or broadcast. The student is actively making
choices about how to generate, obtain, manipulate, or display
information. Technology use allows many more students to be
actively thinking about information, making choices, and
executing skills than is typical in teacher-led lessons. Moreover,
when technology is used as a tool to support students in
performing authentic tasks, the students are in the position of

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defining their goals, making design decisions, and evaluating
their progress”.
(http://www2.ed.gov/pubs/EdReformStudies/EdTech/effectsstude
nts.html, 2012)

The importance of technology in general and in teaching English as a second
language particularly, is widely recognized and accepted. Efficient use of
technology greatly depends on that teachers take full advantage of this tool:
internet, video, software. Technology should be used to maximize education,
however a considerable amount of teachers do not do it for lack of knowledge or
access to educational software because they don’t have or for lack of a computer
room, or they have no taken any training. Computers as well as video and other
technological tools, can be useful for the acquisition and learning of foreign
languages. There are different theories about learning methods and how these
tools can be used in teaching another language.
“Today’s computer-based technologies offer powerful new ways
to provide students with direct experience in the classroom
curriculum. And, through using teaching and learning resources
that can be manipulated electronically, technology can extend the
experience of students far beyond the time and space limitations
of conventional materials”. (http://www.writesite.org, 2012)

The ability to communicate in English through computer makes easier the
interchange between students whose first mother tongue is not English. However
students are often motivated to write correctly.

English teachers have designed very good English telecommunications projects
on creative writing, such as development and comparison of information, stories
and poems.

There is another way to support the process and acquisition of a foreign language,
it is the using of Word, which offers a comprehensive assistance of different
activities, it assists the language learning by computer, that encourages the
practice of grammar, vocabulary and translation with multimedia capabilities with
more powerful hardware it is possible that the student get a language immersion
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experience without leaving the classroom. Some English teachers use Word
processing and hypertext tools in their classrooms. These applications are useful
for students to apply what they know and help others with learning. Other uses of
software help students who have a limited vocabulary by using graphics of word
processing to help overcome the frustration. Students could be able to apply
knowledge of language development writing their autobiographies.

Some programs give all information in the required language. Other programs offer
dozens of video clips of the English or American TV.

There is different software for the acquisition and evaluation of a variety of skills
and components (comprehension, oral production, phonetics, intonation features
among others).

Teachers can give a very important use to technology, currently phonetic and
intonation that can be working in language laboratories, with the use of digital and
interactive dictionaries. Students are allowed to repeat correctly the words even
lexical acquisition, pronunciation of sounds, words and phrases of simultaneously
can be work by the students in their own. Some programs have phonetic-prosodic
error detection, and hear their own errors and speech, and the students can correct
themselves.

Technology makes easy the practice of the language in real contexts. Hearing
digitized videos gives the students the possibility to keep a conversation both
inside and outside the classroom.

The use of audiovisual equipment develops the listening comprehension with
entertainment contents and it multiplies the possibilities of knowledge. The
acquisition of a new language does not occur in isolation, but in a linguistic and
cultural nature it will be meaningful.

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The process of language instruction may be digitized since the texts can be
scanned as well as photos and voice recording and video and e-mail help students
use the language in real situations.

Knowing languages is going to provide an interaction with people from other
countries at the moment where the distances are not any problem for
communication.

Internet use makes the students possible to learn languages on multiple pages and
free. Approach to language, from the computer gives learners a pleasant and
attractive practice, a playful and interactive teaching. It offers different where
people can find learning courses with different levels of difficulty, additionally gives
resources that facilitate them to have contact with the language chosen.

The variety of content areas and the integration between each can give the
appropriate resources to each user level.

Teachers can also find plenty of additional material to design and plan use their
teaching sessions.
“The internet in simple terms is a network of the interlinked
computer networking worldwide, which is accessible to the
general public. These interconnected computers work by
transmitting data through a special type of packet switching
which is known as the IP or the internet protocol”.

http://www.yourmaindomain.com/web-articles/what-isinternet.asp

Internet can be used in different ways due to the development of amount and
quality of websites that provides another great resource for teachers and students.

They would be able to chat and exchange emails with native speakers English,
organize trips to countries where people speak a foreign language, and emails can
be written in that language, get quickly information about different countries and
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cultures, access to foreign news sources, study a book from another culture with a
group of students who know and belong to that culture, have videoconferences
where they are able to have a conversation face to face with native English
speakers.
“Globalization has introduced a widespread need for jobs that
didn’t exist five years ago. Students must learn about the internet
and come to the realization that it is the future of learning. This
means it is creating opportunities through jobs, products and
services that never exist before. In order to be successful, one
must educate oneself on the Internet and what it holds in order to
be prepared for their future”
(http://www.ehow.com/facts_5758670_importance-interneteducation.html, 2012)

It is essential to consider the importance of the use of the internet in teaching and
learning English, since it offers both teachers and students the opportunity to
practice what they learn in class and experience the accurate use of the language
in the real world. Internet is an important tool that a person has to be successful,
due to it provides practices, jobs, different ways and resources to communicate all
over the world but it is important to know that it should not replace the teacher. It
should be considered as a mean or tool to practice the skills of the students.

Most of the internet courses offer different levels and allow the student to access to
exercises, practices, activities, books, readings, and vocabulary as well as let the
learners choosing of the best option for their preferences and interests.

Aguaded (2002) places within this context other factors: significant learning,
content globalization, resource diversification, organizational flexibility and
curricular adaptation to student´s needs.

On internet, it is possible to find both a variety of courses and the possibility of the
use of other resources which will assistance the chance to practice the language in
a real word as the chats. It is necessary to complete exercises and fill practices but
chats allow students to communicate with people around the world, in real time, in
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the learning language. They can choose to enter into discussions on thematic
channels with several people at once or establish a private conversation with a
single user.

There are a lot of webpages and addresses that provide users a diversity of
options, some are places to practice English or Spanish and make friends. There
are several places where learners can find people who want to communicate
through this mean, especially with people who are seeking for friends with the
same interests, in this case they could practice the language and help each other.

Another way of learning and practicing is reading, listening to music and watching
movies in the target language.

By internet students are able to access to

magazines and newspapers, as well as to watch a movie with subtitles.
“For decades, teacher educators have looked for innovative ways
to help preservice and inservice teachers learn to teach. As video
equipment became more portable and less costly in the early
1960s, many believed that this technology now held great
potential for improving teacher education…The introduction of
video-based cases demonstrated the field's long-standing
interest in using video in teacher education Here was a situation
where an existing, and successful, innovation was adapted in
order to incorporate video”. (JERE BROPHY, 2007, p.1)

Videos are the technology that capture, record, process, storage, transmit and
reconstruct electronic digital or analog sequences of images representing scenes
in motion.

English teachers use video technology to teach foreign languages in order to show
the context of native cultures. Some of these programs exhibit feature of classic
stories and provide the user the access to different scenes to analyze the history.

These programs are usually divided into short segments with short chapters that
relate segments of the students’ books.

Another use of video technology in

teaching foreign language is telling a story of people getting involved in a problem
26

or mystery to be easier to see and hear the information as many times as
necessary. A video is a great tool to demonstrate foreign stereotypes and culture.

Teachers also could use a video camera to create and film a foreign language
program or conversation in his or her classroom. Technology can have a good use
in the classroom, the use of video resources and a large screen can immerse
students in the acquisition of the foreign language. The projection of travel videos
give the students’ knowledge of the culture of the country where people speak the
language that they are learning.

2.2.2 METHODS OF TEACHING AND LEARNING A SECOND OR FOREIGN
LANGUAGE
“In many modern language institutes, a sizeable percentage of
time is given over to “self-study. Typically, the institute will have
a large room equipped with textbooks, exercises, tape and video
recorders (with individual headphones), reference books such as
dictionaries, grammars, etc., fiction and non-fiction books and
magazines. There will be a competent teacher on duty to offer
help and advice, but the idea is that the students should go in to
this “self-access” centre and choose what they want to do based
on their own interest and needs. They can decide whether they
want to go to the centre in other words, and once there, they can
take charge, do what they think is best, take responsibility for
their own learning” ( Harmmer 2007)

Since this point of view, researchers of second language think that human learning
errors can be considered as a positive way of language learning.
It is crucial for this investigation to be clear on what error, method approach are.

Errors may be also be viewed as either global or local errors. An important aspect
in the participation of second language patterns is to focus attention in the way how
errors are treated. The emphasis which classroom researchers have given to
corrective feedback is easy to understand.

27

“The focus on learner differences in SLA has been most
concerned with the question of why some learners are more
successful than others…. This framework calls for consideration
of emotional involvement in learning, such as affective factors of
attitude, motivation, and anxiety level. This focus also considers
biological differences associated with age and sex, as well as
some differences associated with aspects of processing” (SavilleTroike, 2006,p. 27)

Second language research has come to attach great significance to the role of
errors in acquisition. Errors have been viewed as windows to the language
acquisition process; errors are seen as overt reflections of a learner’s internalized
knowledge of the language. They are furthermore regarded as an inevitable part of
acquiring a second language; indeed some, errors are the best evidence that
acquisition is taking place. In turn, methodologists have abandoned a global
approach to error correction in the classroom and have sought a basis on which
errors might be selectively treated.

An important finding is that when teachers treat errors in the second language
classroom, they do not necessarily provide over corrections. Several researchers
have offered taxonomies or models of error treatment options and the decisionmaking process which governs choices.

Strand (2005) believes that each person needs to find who is he/herself, the true
identity and integrity of oneself in order to make the teaching activity his or her own
vocation. People who are planning to teach must be conscious about the
advantages or disadvantages of being a teacher. Teachers must know about the
people‘s aspects as temperament, learning process, health, home background and
other aspects. All of this in order to do the best while they are teaching.
Much research needs to be determine how choices reflect teachers ‘awareness of
the need to find the proper balance, both for individual students and for the classes
as a whole, between feedback which focuses attention on

an error, negative

cognitive feedback, and feedback which encourages the learner to make further
attempts at communication, positive affective channel feedback.
28

The teacher‘s task is not only filling the students ‘empty minds with some
information; however, teachers must develop in the students the sense of
awareness towards the future. Saloma suggests is his essay that „Teaching is a
vocation‟ that requires technical skill, selflessness and commitment (Teaching is a
vocation, p.29, 2007).

Much of this greater sensitivity to the complexity of language classroom processes
is of course the result of having made direct observation a key component of
classroom research. The language classroom is no longer a “black box “which
complexity

could be conveniently choose to ignore, and it is the intensive

observation, description and analysis of classroom activity that makes current
research so promising as a prelude to controlled investigation of the variables of
second language teaching and learning.

Teachers should provide some ways to correct oral and written mistakes, like
parents correct their children’s mistakes in natural language learning environment.

The error correcting is very useful with adult who wants to learn a second
language. Correcting mistakes helps them to learn the exact environment in which
to apply rules and discover the precise semantic range of lexical items.

Deciding when learner errors should be corrected is one of the most serious tasks
that any language educator might face.

According to Harmer
“Adults are frequently more nervous of learning than younger
pupils are. The potential for losing face becomes greater the older
you get. Adolescents dislike being made to look foolish in front of
their classmates too, but there are probably other things which
make them vulnerable in this way rather than an inability to learn
(English). Older students, on the other hand, who are coming
back to the classroom after a long absence, may have a high
degree of anxiety about the process of learning itself.” (2007)

29

Teachers should be facilitators, and tolerate some mistakes, due to it helps
learners communicate more confidently when talking in a foreign language.

Teachers need to choose the best technique to correct learners when they talk,
because of the risk that they are taking to produce. When teachers know their
students and the best techniques to correct mistakes when speaking or practicing
will help in the students ‘success. Students will feel comfortable to communicate in
a foreign language regardless of communicating perfectly.

It is important to know, that teachers should focus on the effects of the error
correction, especially in adults. When learning a second language is something
adults want to do for communicating, teachers first should study the students’
reasons of being in a classroom of a foreign language. Teachers should recognize
which mistakes should be corrected first, and should consider which ones could be
allowed. When teachers are native speakers sometimes have difficulty establishing
criteria to distinguish those communicative errors.

Language educators have suggested establishing priorities when correcting errors.

There should be a great deal between important areas when learners are adults.

Teachers should focus attention on some errors. Goodwin adds that rather than
overwhelming the student with feedback on every possible error, teachers should
focus their attention on certain kinds of errors. (2001, p. 130)

She also points out that language teachers should correct errors which cause a
breakdown in communication. Also, errors which occur as a pattern not as isolated
mistakes and errors which relate to the pronunciation points those language
educators are teaching.

30

Those errors that learners commit, guide teachers toward what to teach.
Consequently, the learners’ speeches are a feedback for teachers to attend and
navigate their teaching in the target language. All these will help language
educators to determine how to correct their students’ errors.

Celce- Muricia says that the teacher has many options available, from simply
indicating lack of comprehension or otherwise signaling the occurrence of an error
and getting the learner to self-correct to the most elaborate grammatical
explanation. (2001, p. 40)

She says that teachers frequently make the mistake of thinking that by providing
statements with some slight change in the grammatical form, learners will perceive
the correction and incorporate it into developing grammars (p. 40).

Teachers should provide a feedback to the learners; this may contribute to the
eradication of errors.

The best technique for error treatment has many benefits for both teachers and
students.

It is important to know that,
“Adults are intrinsically motivated. Learners increase their effort
when motivated by a need, an interest, or a desire to learn. They
are also motivated by the relevance of the material to be
addressed and learn better when material is related to their own
needs and interests. For learners to be fully engaged in learning
their attention must be fully focused on the material presented”.
(http://www.assetproject.info/learner_methodologies/before/anxie
ties.htm, 2012)

All this will contribute to the complexities of the classroom situations. Teachers will
find the ways of students ‘learning to develop techniques that could help in the
students learning process to improve their skills. It also will help teachers to modify
their own teaching behaviors and strategies.
31

Theories in language acquisition, in an effort to explain how language is acquired,
present different and controversial positions. It needs of imitation, practice,
reinforcement, feedback and materials.

Lightbown and Spada mention that adult beginners use simple structures in the
target language just as children do: No understand or yesterday I meet my teacher.
Such sentences look more like a child’s first language sentences than like
translations from another language (2000, p. 36).

Adults need different strategies and technics to learn. The use of technology and
images will be a great helpful to practice and understand everything better. In
addition, there is a lack of clear grammatical judgments among adults which has
prompted some scholars to suggest that a third class of grammatically judgmentsindeterminate – is needed in the description of learner language.

Harmer thinks:
“There are two general rules for giving instructions: they must be
kept as simple as possible, and they must be logical. Before
giving instructions , therefore, teachers must ask themselves the
following questions: What is the important information I am trying
to convey? What must the students know if they are to complete
this activity successfully?”(2007)

In adults language learning the instruction has an important function. Another
difference is that adults seem very concerned about understanding rules. Learning
a foreign language needs correction, and affective factors such as personality,
socialization, motivation, and attitude are an important part of the acquisition of a
second language. Older students depend on more general learning abilities.

It is important to mention that the relationship between age of acquisition and
second language development is totally different with older learners because they
are no capable of acquiring a native accent of the foreign language.

32

Teaching is an art and the quality of teaching depends on the love, dedication and
devotion of the teacher towards the subject of the knowledge.

It has been suggested that attitudes often mirror one's values and motivate
behaviors (Antonak & Livneh; Brostrand, 2006)

It is argued the developmental changes in the brain; it affects the nature of
language acquisition. The Critical Period Hypothesis suggests that there is a time
in human development when the brain is predisposed for success in language
learning. Older learners depend on more general learning abilities the same ones
they might use to learn other kinds of skills or information.

There is another

problem to learn a language older and it is said that adolescents and older learners
are incapable of acquiring a native like accent of the second language.

It is well known that people when learning make mistakes and those mistakes will
help in the new skill, it does not matter the age. It is important that students receive
a supportive feedback and guidance.

On the other hand, The Direct Method stresses the need of self-correction, The
Grammar Translation Method encourages the teacher to go directly to correct
student’s errors, The Audio-Lingual Method tries that students errors are avoided,
when there is an error the teacher should immediately correct the student, The
Task-Based approach the teacher has to reformulate what the student have said.
(Larsen-Freeman, 2000, p. 146-147).

Adults will have different reason for learning a second language, but the role of the
teacher is very important, no matter what method the teacher is using, the idea is
to encourage them in order to get their goal, with different ways as technology and
practices at home or anytime learners can. The most important is the way people
are threated.

33

Teachers should use a soft voice, the silent way holds that errors are not only
natural but also necessary to language learning as Desuggestopedia suggests.

The total Physical Response holds that teachers should tolerate and only correct
major errors, but as students’ progress in the target language, teachers can correct
more minor errors; The Communicative Language teaching perceives errors as a
normal outcome of the development of communication skills, conclusively, The
Content-Based and Participatory Approaches do not suggest a specific treatment
for oral errors.

2.2.3 MOTIVATION
“The role of motivation in the teaching- learning process: Human
behavior is complex and people are naturally curious. Therefore,
instructional designers should meet the challenges of designing
instruction assisted by motivation; because it is of paramount
importance to student success”.

(http://www.shabait.com/categoryblog/3200-what-motivation-isand-why-it-is-important-in-classroom-situation, 2012)

Motivation and teaching activity are important to obtain that the personal
necessities go on next to the educational necessities, because on the contrary, it
could be possible to find individuals applying higher effort levels, but those in
opposite way to the teaching activity. In that case, it can be told that the effort is
guided in an unproductive way.

There are several theories related with personal necessities, one of the most
influential writers regarding it is Abraham Maslow (1954). He attempted to
synthesize a large body of research related to human motivation. Prior to Maslow,
researchers generally focused separately on such factors as biology, achievement,
or power to explain what energizes, directs, and sustains human behavior. Maslow
posited a hierarchy of human needs based on two groupings: -deficiency needs,
and -growth needs. Within the deficiency needs, each lower need must be met
before moving to the next higher level.
34

Once each of these needs has been satisfied, if at some future time a deficiency is
detected, the individual will act to remove the deficiency. The first four levels are:
1) Physiological: hunger, thirst, bodily comforts, among others; 2) Safety/security:
out of danger; 3) Belongings and Love: affiliate with others, be accepted; & 4)
Esteem: to achieve, be competent, gain approval and recognition.

Colás (2003) understands knowledge manager as the person who is able to
manage the student´s skills, abilities and knowledge, motivating and taking benefit
of the student´s both individual and collective learning possibilities.(p.33)

2.2.4 THIRD AGE EDUCATION
“Education is about helping people value their own experiences
so they can be something to learn from. An un examine
experience is just a happening; it is something you know.
Experiences don’t educate, but you can tear experiences apart
and try to figure out all that is in there. Then it becomes the best
educational experience”. (Myles Horton, 2003, p. 49)

The exchange of experiences puts the learning process in motion. Learning and
experience as well as the attainment of the objectives through journal articles,
books and lectures are valuable; this leads to critical thinking (Freire 2000). The
gained knowledge should be used in attacking… social and individual problems
(Horton 2003). The power of education should be put into practice.

Education is the practice of freedom which people can discover and develop their
own identity and also are able to share it with the society and the world (Castro
2007).

Society has changed through education and discussion of groups in the
community. There is a progression of social consciousness (Singer and Pezone,
2007).

35

Third age education should be provided to the elderly to maintain their selfsufficiency, social adjustment and how to maintain links with the current social
development.
Findsen (2005) states that in the 21st century the society is confronting one of the
major issues and it is the changing age demographic. Nowadays adults are living
longer because of new medicines.
st

“In the 21 century third agers will prosper as larger numbers
enter this domain of life with plenty of energy for and creativity in
living. However, sooner or later, we all must die. What people
desire is a fourth age which has dignity and caring as central
components. Educators are guilty of largely ignoring this fourth
age, yet there is a useful role her for the sensitive care of those
who can no longer care properly for themselves”. (Findsen, 2005,
p.13)

Adult education in the 21st century is becoming very important and crucial; this is a
result of an aging global population that is looking for more learning opportunities
as they reach the third stage of life.

Through education, older adults can be interested in the future. They will feel they
are part of the society developing social roles. Health centers, schools, families,
communities are important agents in the interaction of elderly in order to help them
to work in the stimulation of being part of society.

This provides an example of education for social change, as the older adults are
able to spend the rest of their lives in a meaningful way that benefits themselves as
well as society.
“Contribute to the raising of the standard of living of elderly
people by health building activities, sociocultural activities and
research. They contribute to the improvement of living conditions
of elderly people through multidisciplinary research…and the
dissemination of information”. (Nussbaum and Coupland 2004,p.
528)

Freire (2000) agrees that the third age education keep these people alive, healthy
and positive. They will create a feeling of biophilic that means lover of life. Life will
have a nice meaning. Education will help his/ her gracefully age as he/she heads
36

into the last stage of life. When they have this feeling they will enjoy life, instead of
fearing death, and also they will be driven to freedom. They will be centered in
creativity and reality. They will become aware of their place in society and they
know what they need in order to change the world around them.

In 2008 in the Universidad de Costa Rica senior citizen education became a major
priority, especially after the law 7539 that calls for that third age people have equal
access to education, also stipulates that universities must offer courses from which
senior citizens can be favored.

It is important to see the process of education as a possibility to achieve health in
the elderly both mentally and physically, like how to pass on technical elements
and encourage nursing concepts and standards of conduct, stemming from their
own discussions, experiences and comparison with other elderly. This is of
importance for the maintenance of health in the elderly. It is undeniable that the
present physical state of the subject will be more than likely to experience
psychological well-being.
“Adults have accumulated life experiences. Adults come to
courses with experiences and knowledge in diverse areas. They
tend to favor practical learning activities that enable them to draw
on their prior skills and knowledge. Adults are realistic and have
insights about what is likely to work and what is not. They are
readily able to relate new facts to past experiences and enjoy
having their talents and knowledge explored in a teaching
situation”.(http://www.assetproject.info/learner_methodologies/be
fore/anxieties.htm, 2012)

The old people's education is a social necessity and should be directed to the
performance of new roles and the search for a new place in society.

According to Singer and Pezone (2007) social development is the process of
organizing the population using education in order to improve society. Community
development values equality, opportunity and participation through the eliminations
of barriers. Therefore community and social development happen in Costa Rica
with the help of education.
37

2.2.5 CHARACTERISTIS OF SENIOR CITIZENS
“In this perspective, old age becomes a period requiring active
coping with multiple changes in which biological and social
components are intimately related. A physical organism, itself
experiencing changes, must deal with changes (often major) in its
immediate social environment”.
(http://psycnet.apa.org/books/10776/014, 2012)

The mind must always keep on active.
Human aging is a process that lasts the entire lifespan, and the “quality of life in the
later years is a product of a lifetime” (Bond & Coleman 1990, 288).

Cabanes (2005) says that old age is a process of physiological, anatomical,
physiological and social changes.

Most definitions of old age emphasize it as a biological state that is an unfavorable
physiological and anatomical change that results of the passage of time and
finishes with death".

Traditionally, chronological age has been the parameter that determines the onset
of old age and refers to the calendar age or number of years that an individual has
lived. However, this is not the best parameter to determine how productive and
able are for him/ herself, his/her family and society.

In the elderly can be detected some individual differences due to personality
characteristics and accentuated by the vast experience of each.

There is a reduction in functional abilities in old age. They can be found declining
in intellectual functions such as analysis, synthesis, arithmetic reasoning, ingenuity
and imagination, perception and immediate visual memory.

38

It is important to know that elderly showed less deterioration in their mental
faculties as long as they keep active and productive, whatever the employment
activity performed.
“Adults learn at various rates and in different ways according to
their intellectual ability, educational level, personality and
cognitive learning styles. Teaching strategies must anticipate and
accommodate differing comprehension rates of learners”.
ties.htm, 2012)

All ages carry with social opinions, undoubtedly the third age is a period of life
greatly influenced rather determined by social opinion, by the culture in which it
operates. Nowadays culture, somehow there is a main tendency to stimulate the
old-age as a loneliness feeling, restrictions on sexual life and relationships, and the
own functionality and social integration of the elderly.

All these elements of identity are generally taken from the culture negative
prejudices for old age. Elderly people start thinking that they are old, useless,
incapable, and in the end retired.

Depression and insecurity can be the result for old people to return to earlier
stages of life. A dependent and insecure person at times of stress will return to
child behaviors and will not be able to effort to solve the problems.

Senior citizens need security especially when physical and psychological
resources are declining.

There is a feeling of powerless, which causes them

frustration, fear and unhappiness to get their needs and goals.

Retirement is another change that occurs in old age.

39

2.2.6 AGING AND OLD AGE
The issues of aging and old age are usually used inappropriately by people in
general. They confuse their meanings or think that they are the same. It is usually
believed that refer to the same stage of life.
The World Health Organization states that a person is considered “senior” when it
reaches the age of 60- 65, regardless to their medical history and situation.
“Ageing, the process of growing old, is defined as the gradual
biological impairment of normal function, probably as a result of
changes made to cells (mitotic cells, such as neurons) and
structural components (such as bone and muscle). These
changes would consequently have a direct impact on the
functional ability of organs (such as the heart, kidney and lungs),
biological systems (such as the nervous, digestive and
reproductive system) and ultimately the organism as a whole”.

(http://ageing-research.blogspot.com/2007/12/definition-ofnormal-ageing.html, 2012)

According to Gonzalez (2001) aging is a deteriorating process of the body due to
the passage of time, so that aging is inevitable, even though the person is well
nourished and living a lifestyle quite satisfactory. It is both a vital and natural
process of life (people age from birth to death), where is demonstrating the
functional status of each person, which it can be understood as "the ability of a
person to carry each needed activity to achieve well-being." The same author
points that it is also conceptualized as the integration of three functions: the
biological, psychological (cognitive and affective) and social.
“Old age has a dual definition. It is the last stage in the life
processes of an individual, and it is an age group or generation
comprising a segment of the oldest members of a population. The
social aspects of old age are influenced by the relationship of the
physiological effects of aging and the collective experiences and
shared values of that generation to the particular organization of
the society in which it exists”.
(http://www.britannica.com/EBchecked/topic/426737/old-age)

40

According to Hidalgo (2009), old age is the last stage of life of a human being,
when accentuate the signs and effects of aging are exacerbated, and also there is
the manifestation of chronicle

conditions, which causes or etiology should be

found in earliest ages.

According to this author, at the biological level, old age is perceived through
changes in physical appearance, physical condition, disease resistance or the way
of in the life style of each person. It is clear that aging does not have the same way
in all cases because each person has different care of his or her body, which will
also be evident and influence on the aging process, body level, hearing, taste,
vision and locomotor system.

On a psychological level it is understood that people has changes in memory,
learning, intelligence, impulses, emotions and motivations, due to different
situations such as various losses throughout life and they increase old age , when
children leave the house, retirement and a lack or loss of some biological functions
such as vision or hearing. It is also a step in which the elderly must confront a
series of myths and stereotypes about age, identity crisis, or the continuing
thought that each day is closer to death, all of them become in anxiety and feelings
that affect their health.

According to Fernandez-Ballestero (2002) the ageing process could be normal or
pathological. The pathological one is when some factors affect the person’s health,
and bring with them different diseases that alter and reduce their quality of life. On
the other hand, the normal ageing process is when the person faces the old age in
an independent way, without many diseases that difficult the person to live in a
calm way.

41

2.2.7 TERMS RELATED TO SENIOR CITIZEN’S POPULATION

2.2.7.1 THIRD AGE

Third age is something not easy to understand. There are different definitions such
as senescence, old, and old age, that generally are associated to the stage of life
after maturity. Those terms are attributed to cultural factors, regionals and even
perspectives according to a given period… For this research older people will be
used as the meaning for third age.

According to Dr.J.A.Huet the third age is

understood as… “an anthropic-social that refers to the population of older people,
not necessarily retired, usually of 65 or more years”

Old age is understood as a stage of life referred to people over 65 years. This term
is often associated and confused with what is aging, which refers rather a
biological degradation of the functions, therefore it is necessary to establish a
difference between definitions.

2.2.7.2 RETIRIMENT

Retirement is the name given to the administrative act through which an active
worker, either on their own or in relation to subordination, change to a passive or
non-employment stage. This step is obtained after reaching a certain legal
maximum age which the worker is allowed to stop working and get a retribution for
the rest of his/her life.

It is a transformation from a work life to a life after work. Retirement is a new stage
in life when people will have more time to spend in other interests.

On April 1994, the Pan American Health Organization, an affiliate of the World
Health Organization, decided to use the older adult term for people over 65 or
more years old. This age has been traditionally used to define the demographic
42

and gerontology studies of the onset of old age, mainly because in many countries
it is used by the pension systems to begin to provide retirement related benefits.

2.2.7.3 GOLDEN CITIZEN

Since 1997 La Caja Costarricense del Seguro Social (CCSS) is developing a
program for everyone over age 65, with the purpose of giving to this group a new
option of social benefits that the institution provides.

The Golden Citizen Program seeks to encourage the quality of life of all older
adults, including the residents not born in Costa Rica. The services and benefits
that the program offers are health and public institutions preferential attention, the
recreation and health, cultural workshops, trade discounts, social tourism, and
other advantages supported with the Gold Citizen Card issued by CCSS.
( www.ccss.sa.cr/ciud_oro/fridcoro.htm)

2.2.8 FEARS

According to Withnall (2000,p. 89),
“Older people are frequently marginalized in educational policy
circles by continued emphasis on economic competitiveness in
tandem with a moral panic about the financial support of an aging
population which, although of major importance, tends to
conceptualize later life as primarily a social problem”.

Elmore (2000) adds that every human being regardless of their age has the
potential to make effective contributions to society.

Many adults of third stage hesitate about entering a formal educational institution.

They usually prefer more informal, vocational style programs. Older adults often
feel uncomfortable in formal learning settings, especially at the university level.

43

“Ageing concerns. Adults frequently worry about being the oldest
person in a class and are concerned about the impact this may
have on their ability to participate with younger students.
Creating an environment where all participants feel they have a
valuable contribution can work to allay such concerns”.
ties.htm, 2012)

This is due to the fact that they are mixing with the younger generation. Many
mature adults also become part of the social construct that says that the third-age
adult is too old to learn. Therefore universities for older adults have the major role
in the third age educational process and the attitude towards the old age. This type
of institutions must seek to create a culture of aging from educational opportunities
and self-development through this process of education.
“Adults may have insufficient confidence. Students come to class
with varying levels of confidence. Some may have had poor prior
experiences of education leading to feelings of inadequacy and
fear of study and failure. This can manifest itself in many ways”.
ties.htm, 2012)

Other type of fears old ager have is the isolation, as friends and families die or
move away, bereavement, when spouses die, housing: old people often live in
older housing, which may be deteriorating, the problems of careers. Many old
people are looked after by women who are themselves ageing.

There are different goals when an elderly return to a classroom. It is well know that
English is becoming a very important language, sometimes old people get tired
when attending classes. They need different methods of teaching.

According to Williamson (2006) as a result of educational initiatives, society is
transformed, and people’s presence in the world is recognized, transformed and
firmed. Education has a humanistic basis that focuses on learning, and
encompasses is complexities. In all countries and cultures of the world, education
expresses societal norms and often privileges.

44

Initives must be taken to encourage opportunity, reduce vulnerability, and improve
institutions to empower senior citizens and their communities.
“Adults are autonomous and self-directed. They are self-reliant
learners and prefer to work at their own pace. Individuals learn
best when they are ready to learn and when they have identified
their own learning needs. Where a student is directed by
someone else to attend a course, e.g. by an employer, then that
individual may not be ready to learn or may not see the value in
participating on that course. This can lead to a mismatch of goals
between all parties - student, employer and trainer”.
ties.htm, 2012)

Universities should offer educational programs to older adults and will draw
connections between them and social development because of the changing age
demographic in society and the increase of the number of senior citizens.

There are different reasons to learn another language. If old people return to
classes it is because of the interest of the English has increased. In the past the
student was supposed to translate and understand written texts, but nowadays
students are supposed to use English to communicate orally.
“Adults may have many anxieties about learning and returning to
an educational environment. Adult learners arrive at class with a
wealth of experience that can be harnessed to generate
interesting and dynamic debate. However, before this is to
happen, we need to be aware that adults can also arrive full of
anxieties, which if not managed correctly, can impair the learning
process. These anxieties may be the legacy of their prior
experience of education, or as a result of an extended absence
from an educational environment”.
ties.htm, 2012)

Through education older adults are able to cope with difficult situations, come to
terms with their own lives, and understand the world around them (Freire 2000;
Nussbaum and Coupland 2004; Long 1983; Maehl 2000). Adult learning programs
provide the educational atmosphere where conscientization and dialogue occur,
providing an opportunity for individuals to realize their potentials, and the strength
to be assertive social activists in a crusade for social change.
45

According to Findsen (2005) many elderly people think about returning to learning
courses at the age they are. They do not like formal learning courses because they
will feel uncomfortable. They prefer informal classes with people of the same age.

They feel frustrated when they are mixing with younger people, when that happens
they say that they are too old to learn.

Some of the fears seniors have to learn a second language are:
 Concern about being the oldest member of the group
 Fear of failure
 Fear of being made to look foolish
 Fear of the new technological environment and the implications this has for
their study, e.g. use of the internet and email, producing assignments,
accessing the library
 Concern about their ability to contribute and make intelligent/worthwhile
inputs in classroom discussion
 Doubts about coping strategies - juggling family, career and social
commitments with demands of studying
 Consideration about physical impairments such as fading eyesight or
hearing which may impact on their participation in class
 Concern about application processes to colleges or education providers.
For example, sometimes the language of course brochures and/or
application forms can be confusing as it assumes a certain amount of
knowledge about education systems and structures
 Distrust about their own abilities and about how valid or worthwhile their
experience is in relation to the topic at hand

46

 Questions about their study skills, e.g. note taking, reading - when to stop
as they become more immersed in a subject
 Fear of assessment and confusion about what is expected, particularly
regarding more formal assessment exercises such as exams
 Worry about the distinctions between academic writing and informal
writing, and when it is necessary to use references and quotations
 Concerns about external influences, e.g. a need to require a skill for
employment purposes
(http://www.assetproject.info/learner_methodologies/before/anxieties.htm, 2012)
“People high in self-esteem value their personal qualities,
generally think well of themselves, set appropriate and realistic
goals and tend to cope more successfully with difficult situations.
People low in self-esteem place little value on their own
attributes, think poorly of themselves and are at greater risk for
depression” (http://www.facetheissue.com/selfesteem.html, 2012)

Thoughts are forms conceived in the mind, rather than the forms perceived through
the five senses. Thoughts and thinking are the processes by which these concepts
are perceived and manipulated. Thinking allows model the world and makes
representations of it according to their objectives, plans, ends and desires. Similar
concepts and processes include cognition, consciousness, ideas, and imagination
(Webster's II New College Dictionary)

Those affect attitudes, and consequently the self-concept and self-esteem
according to the processes performed in the humans‘ mind. Likewise, thoughts are
constructed in the mind in two general ways: --Rational thoughts, and –Irrational
thoughts.

It is very important to know about the thoughts in order to fight against negative
thoughts; a famous phrase from Buda (566 to 478 BC) pointed something like
“Even your worst enemies cannot make you a great damage as your own
thoughts”
47

2.2.9 TECHNICS AND STRATEGIES TO TEACH ENGLISH TO OLDER ADULTS

Second language acquisition is not simple. Teachers and learners should accept
errors and the learning process as a natural phenomenon integral when learning a
second language.
“It is important to create an atmosphere of respect where learners
feel comfortable and are assured their contributions are valuable.
Learning students' names is also vital and involving everyone at
the first session is a good way to do this and establish contact
between the facilitator and between the students themselves.
Spending some time over introductions also helps alleviate
tension and puts students at ease. You should aim to get as
much information about the group, their interests, backgrounds
and motivations as possible. This will be useful when planning
content and materials”.
ties.htm, 2012)

Teachers have to work deeply in the intrinsic factors because from those it is
possible to spread positive changes in the external world. Teachers should accept
the differences because of these they will give to elderly students the opportunity of
learning and adaptation. They have the capacity of: being grateful, to learn, to
produce, to be open to new challenges, to enjoy the daily classes, to express
emotions, to give and to receive congratulations, to accept the success of the
others, to take care of their personal image as well as their health, and to enjoy
relationships among the rest of the people. However, it is important to analyze all
aspects, even internal and external in order to understand how they operate in
order to begin a personal fight against the negativity.

When teaching older adults, teachers need to know that they want to stay active
and they want to feel confidence in themselves. Meaningful integration is
important, as well as give them activities to encourage companionship and
socialization.

Students and instructor could negotiate and agreed some aspects of the course;
this will help the students feel involved and valued. When negotiating the program
48

will be more clear for both students and teacher. Since this teacher will know their
desires and also take into account the supplies, material and knowledge existing to
achieve the students’ intentions. After agreeing the obligation should not be onesided like normal learning programs. Obligation will be considered mutual between
teacher and student.

The instructor should know that the emotional needs are an important factor in the
aging process.

Some emotional needs in the old age can be named the companionship need,
usefulness feeling, feel loved and acceptance by others. Senior citizens need
affection and support from others. Feelings of abandon, loneliness, nonacceptance and uselessness are some of the feelings that could be presented
during the old age. (Hernandez Zamora, 2004).

The quality of life depends on each individual, since each person has a different
life story what makes people unique and live in different ways, some successful
and some not. According to Vera (2007) says that the quality of life of an older
adult is the result of the interaction of the characteristics of human existence
(housing, clothing, food, education and human freedoms), which contribute of
different way to allow an optimal state of wellness.

Quality of life depends on the way that the elderlies face up the stage of the old
age they are, and all the family and social support they can get. For these reasons
if a senior enroll a course it should allow this person to feel comfortable with him or
herself as well as enjoys what he or she is doing. All this will help the person to
have a meaningful stage.

49

CHAPTER III
METHODOLOGICAL FRAMEWORK

50

3.1 METHODOLOGY FRAMEWORK

This research tries to determine if the use of technology and motivation could be
used to teach English to adults.

In the recent decades there is much talking about teenagers and children, but the
adulthood has been marginalized in some way. However universities and
institutions have been giving priority to develop methodologies and tools for old
ages.

Currently, both public and private institutions have been putting more attention to
this group of people. Teachers need to remember when preparing their classes
that adults do not learn as children and adolescents. Although there are strategies
used to teach children that work very good in old adults.

In this complex process of learning the teacher must have the skill to recognized
the advantages (prior knowledge, motivations, interests) as well as the
disadvantages (prejudices and fears) that in this case they should help the learners
for the effective acquisition.

This

research

moves

from

generalizations. In the end

theories

and

specific

observations

to

give

to develop some general conclusions and

recommendations.

3.2 TYPES OF RESEARCH

This research is based on a descriptive and explorative study. It is intended to
describe and explain the way technology is used to teach English to adults at
Universidad Magister. The implementation of this type of research will definitely be
a great value for this study in the description of situations and events that might
happen inside and outside the institution as well.
51

According to Chris Brown (2003) in Educational Research explains that Descriptive
Research also known as statistical research, describes data and characteristics
about the population or phenomenon being studied. Descriptive research answers
the questions who, what, where, when and how.

The data description is factual, accurate and systematic. The description is used
for frequencies, averages and other statistical calculations.

This investigation applies Descriptive Research because using the information to
gather from the sample as well as from the administrative and the specialists
consulted. The facts analyzed about the problem are described and stated in the
investigation.

Trochim, W.M.K explains in Research Methods Knowledge Base that an
Exploratory Research ‘provides insights into and comprehension of an issue or
situation. It should draw definitive conclusions only with extreme caution. It is a
type of research conducted because a problem has not been clearly defined and it
helps determine the best research design, data collection method and selection of
subjects (2006).

Therefore, this investigation uses Explorative Research because it attempts to
determine the cause’s motivation among English teachers as well as the fears old
adults have when learning a second language.

Moreover, it determines the relation among different variables related with the topic
investigated. And then, it tries to determine a research design, data collection
method and selection of subjects taking into account.

52

3.3 SOURCES OF INFORMATION

This investigation provides important data. It looks for the characteristics of old
adults learn, besides the use of technology in this target topic.

For the developing of this research the sources of information were necessary to
find information in books, journals, and on the Internet.

There are a variety of sources to get information. However it is important to know
where to find some types of information.

Sources of information should be known as the instruments used to be informed
about a specific topic as well as the knowledge provided or share from
observations, books, documents, internet, dictionaries, surveys of a group of
people, and speeches among others. This means that the information sources
could be print or non-print.

3.3.1 PRIMARY SOURCES

Primary sources are when the information is given in its original form. Also the
information is produced by the person who experienced directly the event.

This project uses as primary sources: surveys with educational administrators, and
specialists related with the teaching and learning processes as well as learners.

Also, theoretical information taken from books related with the educational and
psychological activities as well as information taken from a previous investigation
made with a topic related with teachers ‘vocation.

53

3.3.2 SECONDARY SOURCES

Secondary sources are developed by someone who did not experienced or
perform the situations. This information describes, examines, interprets, and
discusses the given events. So, it is written after the facts.

Some of the information collected for this study is from Internet which includes
pages related with motivation, characteristics, teaching process.

This information is put into a convenient easy to read form. It comes from
secondary sources that were condensed.

English Language dictionaries were used to translate some meanings, as well as
Psychological and synonyms words
.
3.4 POPULATION AND SAMPLE

3.3.1 POPULATION

The population in a research is all the subjects involved in it. For the present
project the protagonist are fifty-six senior citizens who were selected randomly.

Through a questionnaire (the applied instrument) important information was
gathered. Those people are a great source of help because without them and their
collaboration this would not be possible. Furthermore, they are the most important
population in this research. Also, another questionnaire was applied to ten English
teachers. They are a fundamental piece and integral part of the research. Those
teachers provided information about different factors they have faced through their
experience in the classroom gotten from several years in the field of education. In
the other hand, from the Universidad Magister principal, some elements were
extracted from an interview to infer the truth among factual and subjective factors
54

related with the courses given to seniors using technology as well as the
motivation, training, and knowledge that her teachers receive.

3.3.2 SAMPLE

The sample taken for this research is based on not probalistic sample or directed
sample, which according with Barrantes (1999) can be selected “by voluntary
subjects, subject-type or by quatas” (p. 136). At first, this specific research selects
the sample by subject-type taken into account fifty-six seniors. Then the sample
had been selected by quotas, it took ten English teachers. Furthermore to enrich
the information an interview was made to the Universidad Magister principal.

3.5 DESCRIPTION OF THE INSTRUMENTS

The three variables for this research were measured by using three different
instruments, survey, observation and interview.

3.5.1SURVEY

For the survey the researcher designed a questionnaire of twenty questions for
senior citizens (see annex 1) It has eighteen closed and two open questions.

3.5.2 OBSERVATION

The observation guide was developed to know the knowledge and strategies that
ten English teachers have toward old age students. It was a questionnaire of ten
questions (see annex 2) nine closed and one open questions. This guide is based
on general information about motivation, trainings and strategies they use in
classes.

55

It is worth to mention that to provide these questionnaires with a sense of relativity
and validity; they were based on some principles of ethnographic research. For
example as Watson –Gegeo (1988) suggests informants should be considered as
human beings with problems, interests and needs. The researchers should
safeguard informants ‘rights, interests, and sensitivities, the informant has the right
to know the research goals and all the information have the right to be anonymous.

3.5.3 INTERVIEW

Finally, there was an interview applied to the Universidad Magister Principal in
order to know her opinion about seniors’ education due to she offers course for
them, as well as the services that the university has for these people. Therefore,
some of the questions are related to the English teaching training (see annex 3).

3.6 CONCEPTUALIZATION OF VARIABLES

This current project has three main variables: Teaching strategies, interest in
participation and fears on second language.


OBJECTIVE N°1: To determine the teaching strategies that promotes

learning in senior citizens.
VARIABLE “TEACHING STRATEGIES”

CONCEPTUAL DEFINITION: It is defined as all strategies used to encourage the
student to learn. They are designed to develop skills, self-reflexing of learning as
well as meaningful learning. Teaching strategies are the techniques, procedures,
and supplies that the teacher believes and considers appropriate to use in classes.
Taking also into account the students interests, abilities, educative needs, and
experience to achieve effective English language.

56

OPERATIONAL DEFINITION: Teaching strategies will be referred as the use of
different techniques used by the teachers to provide and encourage learning on the
students. The researcher will include five questions in the teachers ‘observation and
two questions in the seniors questionnaire, related to teaching strategies. Moreover
there is one question in the University principal’s interview.

INSTRUMENTAL

DEFINITION:

The

researcher

will

use

two

different

questionnaires found in annexes 1, 2 and 3 to determine the use of different
strategies when teaching elderly. Those questions are found in the teacher’s
questionnaire questions 1, 2, 3, 4, 5, 6, 7, 8, 10, in the seniors’ questions 11, 12, 13
and in the interview question 11.


OBJECTIVE N°2: To know the interest of participation that seniors citizens

have in English courses through technology for acquiring a better knowledge in the
subject.

VARIABLE: INTEREST OF PARTICIPATION

CONCEPTUAL DEFINITION:

The feeling of wanting to know or learn about

something. It is an activity which one enjoys doing or studying. It is described as a
relatively enduring predisposition to attend to certain objects and events to engage
in certain activities. This behavior is associated with a psychological of positive
affect and persistence and tends to result in increased learning.

OPERATIONAL DEFINITION: To measure this variable, the senior citizens are
asked about their desire, wish or energy to learn and attend courses as well as the
principal’s opinions about factors that influence seniors to study. Those include
elements related with schedule, prices, and purposes of learning. Moreover,
teachers and principal are consulted about some aspects in order to make
comparisons.

57

INSTRUMENTAL DEFINITION: In order to obtain the information for this variable
data was extracted from two groups: seniors and principal. The researcher designed
some items in annexes 1, 2, and 3 to define the interest senior citizens could have to
participate in an English course through technology. In seniors questionnaire they
are the questions 6, 7, 8, 14, 16 .In the teachers observation the question 5 and in
the interview questions 4, 5 and 8.


OBJECTIVE N°3: To identify the most common fears toward second

language learning for developing a Teaching Modal Proposal.

VARIABLE: FEARS ON SECOND LANGUAGE

CONCEPTUAL DEFINITION: Fear is an ironic condition. While others may observe
that it exists in a person’s life they may be hard pressed to answer the question of
why the fear is present. This individual may also fear being ridiculed if they do try
and then fail. It may be easier to never try then to try and fail.

OPERATIONAL DEFINITION: To measure this variable the information will be
obtained by checking out seniors’ and University Principal’s answers to some
specific questions in the questionnaire and interview carried out by the researcher.

INSTRUMENTAL DEFINITION: In order to obtain this information, seniors involved
in this study answered some items which are part of the survey designed to them
(annexes 1, 2, and 3). During the survey, they answered some questions about
fears of learning or returning to a classroom. The researcher will also interview the
University Principal to obtain her point of view in this section. In seniors
questionnaire those questions are the 17, 18, 19, 20. In the teachers observation it
is the 9 question, and in the interview they are questions 5 and 8.

58

3.7 DATA ANALYSIS

This research uses careful steps to get information. The recollection of information
involves fifty-six questionnaires made to senior citizens, ten questionnaires to
gather information from ten English teachers, and one interview made to the
University Principal.

Graphs are calculated with the information gotten from the survey applied to the
fifty-six seniors. Those graphs are confectioned with the results to have a visual
representation of the data in order to understand in a simple and effective way the
distribution of the information. To organize this information the researcher used the
program Excel of Office 2010 of Windows XP to introduce all the obtained
information, and then the graphs were designed.

It will be allowed to find tendencies, similarities and differences to understand the
information and create a plan.

The information given by the English teachers is organized into charts to count and
group some details. In those charts the information will be easier to see the results.
Besides, it will be allowed to observe the tendencies, similarities and differences.

59

CHAPTER IV
ANALYSIS AND INTERPRETATION OF THE RESULTS

60

4.1 ANALYSIS AND INTERPRETATION OF THE RESULTS

The objective of this chapter is to determine relevant information by formal,
systematic and intensive means to make decisions. The determination of these
aspects were developed by a structured questionnaire of twenty questions asked
to fifty-six seniors, with the desire to obtain the results of the study made more
clearly. Also to make comparisons between the Theoretical Framework searched
and the real perception of the English Teachers were made some surveys directly
to them related with the teachers‘activity. Besides those questionnaires, there is an
interview made to the Universidad Magister Principal.
4.1.1 SENIORS’SURVEY RESULTS

TABLE #1 GENDER DISTRIBUTION
GENDER

ABSOLUTE VALUE

PERCENTAGE

FEMALE

21

37.5

MALE

35

62.5

TOTAL

56

100

Source: Own elaboration, 2012

GRAPH #1 GENDER DISTRIBUTION

Source: Table #1

62.5% of the seniors that filled out the form are male, and 37.5% are female.
61

TABLE #2 AGE RANGE
AGE

ABSOLUTE VALUE

PERCENTAGE

60-65

30

53.6

MORE THAN 65

26

46.4

TOTAL

56

100


GRAPH #2 AGE RANGE

Source: Table #2

53.6% of the seniors that filled out the form are between 60 and 65 years old and
46.4% are more than 65 years old.

62

TABLE #3 DISTRIBUTION BY OCCUPATION

OCCUPATION

ABSOLUTE VALUE

PERCENTAGE

WORKING

15

26.8

RETIRED

41

73.2

TOTAL

56

100


GRAPH #3 DISTRIBUTION BY OCCUPATION

Source: Table #3

26.8% of the seniors that filled out the questionnaire are retired and 73.2% work.

63

TABLE #4 PLACE WHERE THEY LIVE

PLACE WHERE THEY
LIVE

ABSOLUTE VALUE

PERCENTAGE

SAN JOSE

48

85.7%

HEREDIA

5

8.9%

GUANACASTE

2

3.6%

ALAJUELA

1

1.8%

CARTAGO

0

0%

PUNTARENAS

0

0%

LIMON

0

0%

TOTAL

56%

100%


GRAPH #4 PLACE WHERE THEY LIVE

Source: Table #4

85.7% of the seniors come from San Jose, 8.9% are from Heredia, 3.6% from
Guanacaste and 1.8% from Alajuela.

64

TABLE #5 KNOWLEDGE OF THE EXISTENCE OF UNIVERSIDAD MAGISTER

KNOWLEDGE OF THE
EXISTENCE OF
UNIVERSIDAD
MAGISTER

ABSOLUTE VALUE

PERCENTAGE

YES

10

17.9

NO

46

82.1

TOTAL

56

100


GRAPH #5 KNOWLEDGE OF THE EXISTENCE OF UNIVERSIDAD MAGISTER

Source: Table #5

82.1% of the seniors that filled out the form do not know about Universidad
Magister, and 17.9% of them know about the place.

65

TABLE #6 KNOWLEDGE OF THAT UNIVERSIDAD MAGISTER HAS A
PROGRAM OF TECHNICAL COURSES TO LEARN ENGLISH FOR SENIOR
CITIZENS
KNOWLEDGE OF
UNIVERSIDAD
MAGISTER’S
PROGRAMS

ABSOLUTE VALUE

PERCENTAGE

YES

6

10.7

NO

50

89.3

TOTAL

56

100


GRAPH #6 KNOWLEDGE OF THAT UNIVERSIDAD MAGISTER HAS A
PROGRAM OF TECHNICAL COURSES TO LEARN ENGLISH FOR SENIOR
CITIZENS

Source: Table #6

89.3% of the seniors that filled out the form do not know about the program of
technical courses to learn English for the elderly, and 10.7% of them know about
those courses.

66

TABLE #7 INTEREST ON ENROLL A COURSE

INTEREST ON ENROLL

ABSOLUTE VALUE

PERCENTAGE

YES

25

44.6

NO

31

55.4

TOTAL

56

100

A COURSE


GRAPH #7 INTEREST ON ENROLL A COURSE

Source: Table #7

55.4% of the seniors that filled out the form are not interested to take technical
courses to learn English for the elderly, and 44.6% of them show interest for those
courses.

67

TABLE #8 AVAILABLE AMOUNTS TO INVEST IN THE COURSES

AVAILABLE AMOUNT
TO INVEST IN THE
COURSES

ABSOLUTE VALUE

PERCENTAGE

15000 – 25000

16

64

25000- 35000

6

24

MORE THAN 35000

3

12

TOTAL

25

100

(COLONES)


GRAPH #8 AVAILABLE AMOUNTS TO INVEST IN THE COURSES

Source: Table #8

Of the 25 seniors that filled out the form that are interested to take technical
courses to learn English for the elderly,64% would be willing to pay 15 thousand to
25 thousand colon, 24% of them 25 thousand to 35 thousand colon and 12% more
than 35 thousand colon.

68

TABLE #9 SCHEDULE OF THE COURSE

SCHEDULE OF THE
COURSE

ABSOLUTE VALUE

PERCENTAGE

MORNING

19

76

AFTERNOON

5

20

NIGHT

1

4

TOTAL

25

100


GRAPH #9 SCHEDULE OF THE COURSE

Source: Table #9

Of the 25 seniors that filled out the form that are interested to take technical
courses to learn English for the elderly, 76% would like to receive the course in the
morning, 20% in the afternoon, and 4% at night.

69

TABLE #10 TYPE OF TECHNOLOGY THEY USE

TYPE TECHNOLOGY
USED

ABSOLUTE VALUE

PERCENTAGE

USE DIGITAL CAMERA

50

89.3

USE CABLE

50

89.3

WATCH TV

45

80.4

LISTEN TO THE RADIO

4

71.4

CELLPHONE

16

28.6

USE A COMPUTER

14

25

USE INTERNET

14

25

WATCH VIDEOS

10

17.9


GRAPH # 10 TYPE OF TECHNOLOGY THEY USE

Source: Table # 10

For this question the 56 seniors could choose more than one 89.3% of them use
digital cameras, and cable, 80.4% watch TV,71.4% listen to the radio, 28.6% have
cell phone, 25% use a computer and internet and 17.9% like to watch videos.

70

PROPOLSAL OF AN ENGLISH EDUCATION MODEL FOR SENIOR CITIZENS THROUGH TECHNOLOGY AT UNIVERSIDAD MAGISTER

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