DOI: https://doi.org/10.56712/latam.v6i1.34=
44
TEFL Community Service: Classroom Intervention in
Public Education to Improve University Degree Programs and Academic Perform=
ance
of Primary School Children
Servicio
comunitario TEFL: intervención en el aul=
a de
la educación pública para mejorar los programas de tít=
ulos
universitarios y el rendimiento académico de los niños de la
escuela primaria
María Cristina Basantes
ma.cristinabasantes@gmail.com
https://orcid.org/0000-0001-5184-9643
Universidad Lai=
ca
Eloy Alfaro de Manabí (ULEAM)
Manta –
Ecuador
Luis Alexander Rodríguez
elt171120@gmail.com
https://orcid.org/0009-0005-1799-8318
Universidad Lai=
ca
Eloy Alfaro de Manabí (ULEAM)
Manta –
Ecuador
Artículo
recibido: 29 de enero de 2025. Aceptado para publicación: 12 de febr=
ero
de 2025.
Conflictos de
Interés: Ninguno que declarar.
Abstract
This study analyzes the impact of TEFL Community Service / Service
Learning on university practice teachers’ professional development in
public schools, focusing on lesson planning, and assessment design using the
PDP, ECRIF, and The Writing Process approaches.=
The exploratory
action research (EAR) methodology was employed, involving pre- and
post-diagnostic tests to evaluate student progress in vocabulary, grammar,
reading, writing, listening, and speaking. The findings demonstrate that the
practice teacher faced initial challenges, including managing large classes,
creating engaging didactic materials, and adapting lesson plans to students'
diverse needs. However, significant improvements in grammar, listening,
speaking, and writing skills among students highlight the effectiveness of
tailored strategies. Despite resource limitations, innovative solutions suc=
h as
physical activities, adapted social media content, and teacher-created
materials facilitated engagement and learning. Additionally, the TEFL Commu=
nity
Service experience provided the practice teacher with a deeper understandin=
g of
lesson planning frameworks, enhanced creativity, and strengthened essential
skills such as leadership and adaptability. The results of the pre- and
post-diagnostic assessments showed notable growth in students' language
abilities, affirming the value of the applied approaches. This study
underscores the importance of equipping practice teachers with tools and
strategies to overcome public school challenges, thereby improving teaching=
quality
and student outcomes. Recommendations include revising TEFL curricula,
incorporating internships that reflect public education realities, conducti=
ng
larger-scale comparative research, and designing better textbooks for public
school use.
Keywords: tefl<=
/i> community serv=
ice,
service learning, exploratory action research, lesson planning, pdp approach
Resumen
Este estudio analiza el impacto del Servicio Comunitario TEFL / Aprendizaje-Servicio en el desarrollo profesio=
nal de
los profesores en formación en escuelas públicas,
centrándose en la planificación de lecciones y el diseñ=
;o
de evaluaciones utilizando los enfoques PDP,
Palabras clave: servicio comuni=
tario
tefl, aprendizaje-servicio,
investigación-acción exploratoria, planificación de
lecciones, enfoque pdp
Todo el contenido de LATAM
Revista Latinoamericana de Ciencias Sociales y Humanidades, publicado en es=
te
sitio está disponibles bajo Licencia Creative Commons.=
Cómo citar: B= asantes, M. C., & Rodríguez, L. A. (2025). TEFL Community Service: Classroom Intervention in Public Education to Improve University Degree Programs and Academic Performance of Primary School Child= ren: Servicio comunitario TEFL. LATAM Revista Latinoamericana= de Ciencias Sociales y Humanidades 6 (1), 1675 – 1694. https://doi.org/1= 0.56712/latam.v6i1.3444<= o:p>
INTRODUCTION
To bridge the skills gap in English language
proficiency in elementary basic education, especially in public institution=
s in
Ecuador, since the national curriculum of the Ministry of Education (MINEDUC for its acronym in Spanish) does not establish
English as a mandatory subject, the Laica Eloy =
Alfaro
University of Manabí (ULEAM for its acro=
nym in
Spanish) introduced in 2023 the degree modality "TEFL in Community
Service" (Service-Learning) as part of the Curricular Integration Work=
for
candidates pursuing a bachelor's degree in English language teaching as a
foreign language in 2023 in the Faculty of Education. This modality was con=
sidered
because, although English is not mandatory, several public institutions in =
the
region want their students to be proficient in the language. However, a
limitation is that the individuals hired directly by the state to teach this
subject often lack both the required language proficiency and pedagogical
training. For this reason, ULEAM offers its stu=
dents
the option of TEFL in Community Service, which allows them to obtain their
bachelor's degree and gain real teaching experience in schools or high scho=
ols
for one academic year.
It is important to emphasize the challenge =
that
this option represents for ULEAM students,
considering that it would be their first time as the primary individuals
responsible for the academic performance of the students in the classrooms
assigned to them. Additionally, school administrators expect children and/or
adolescents to understand and produce spoken and written discourse in Engli=
sh
spontaneously rather than out of obligation.
To ease practice teachers’ burden of
constantly reviewing and considering the appropriate pedagogical method or
approach, the Pedagogy of National or Foreign Languages (PINE for its acron=
ym
in Spanish) program established that the strategies to be used are ECRIF, PDP, and The Writing process. These strategies=
are
taught throughout their academic training in several courses, which also
facilitates making the best decisions for curriculum adjustments and
subsequently studying their effectiveness in teaching English as a foreign
language.
The purpose of the article, as stated in the
introduction, is to address the skills gap in English language proficiency
within Ecuador's public elementary education system by proposing a
service-learning intervention. Specifically, it focuses on the initiative by
the Laica Eloy Alfaro University of Manab&iacut=
e; (ULEAM) to implement the "TEFL in Community
Service" degree modality. This program aims to equip English language
teaching students with hands-on teaching experience in underserved schools
while simultaneously benefiting local communities by improving English
instruction and addressing educational inequities.
Background of t=
he
Use of ECRIF and PDP Approaches in Academic Sub=
jects
and Degree Modalities
University students participating in this
study, who can choose the TEFL in Community Service modality, are acquainted
with the ECRIF, PDP and The Writing Process
approaches because they took the TEFL for Planning and Designing and TEFL f=
or
Secondary Instruction courses in their fifth and sixth semesters, respectiv=
ely.
However, a drawback is that in the first course mentioned, they only have o=
ne
or two chances to design lesson plans for each approach, usually in groups,=
due
to the large number of students per class and the need to receive feedback =
from
their instructor. Meanwhile, in TEFL for Secondary Instruction, they must
implement the lessons they created, using their classmates as their student
audience.
Although they receive feedback on their work
based on a rubric set by their instructors, in neither case do they have ac=
tual
primary or secondary school students to gain hands-on experience with. They
must wait until their internship and Community Outreach Program periods (in=
the
last semesters) to work with school-age learners.
Additionally, there is a degree modality ca=
lled
Curricular Integration Work: TEFL Application Process through Systematizati=
on
of Experiences, in which students must design one lesson plan for each
skill—Grammar, Writing, Speaking, Reading, and Listening (FMU, ECRIF, PDP and The W=
riting
Process)—and apply them to lower-level students within their program.
Again, the limitation here is that they do not gain experience teaching
school-aged learners. Consequently, they miss the opportunity to design a
greater sample of lesson plans and teaching materials for an entire academic
year. Furthermore, they do not experience the necessity of adapting
methodologies and activities for students of different ages, English
proficiency levels, behaviors, and educational needs.
It is important to emphasize that both in t=
he
TEFL Application Process through Systematization of Experiences and in the =
TEFL
in Community Service modality, students are guided by an expert TEFL tutor =
in
planning, instruction, and assessment to review their lesson plans, assessm=
ent
resources, and provide recommendations regarding their teaching performance=
in
practice.
The existing literature provides substantial
evidence of service-learning in the field of medicine in Ecuador. In fact, =
the
rural health year is mandatory for physicians intending to practice in the
institutions of the Ministry of Public Health (MSP for its acronym in Spani=
sh)
in the country. There is also evidence of other rural interventions aimed at
teaching values and developing social and ethical competencies. However, th=
ere
are notable gaps in the literature regarding English language instruction
delivered by university students for the benefit of the community. This
underscores the necessity of the proposed intervention.
METHODOLOGY
This study aligns with the postmodern parad=
igm
and employs a mixed-methods approach. It incorporates an experimental desig=
n to
evaluate participants' English proficiency by administering a pretest and
posttest to compare their language development. An educational intervention=
was
implemented immediately after the pretest, focusing on the design and
application of lesson plans based on the TEFL methodologies PDP, ECRIF, and The Writing Process.
The sample included 24 students, comprising=
15
girls and 9 boys between the ages of 8 and 9, all from low-income families.
These students attended "Pedro Fermín Ceva=
llos"
Elementary and High School, an educational institution situated in an urban
area of Manta, Ecuador. Among the available resources, there are the Intern=
et,
the classrooms, and open spaces such as soccer fields.
The instruments used to collect data in the
study are:
The Pre-Post Tests: To evaluate students'
knowledge of vocabulary recognition, grammar, writing, listening for specif=
ic
details, and speaking, assessments were conducted before and after the
implementation of the TEFL lesson plans. These tests included interviews to
gauge speaking proficiency on A1 topics and exercises in other language ski=
lls
chosen by the practice teacher for the academic year. The analysis of scores
revealed key areas of difficulty, particularly in responding to interviews
based on picture prompts, identifying specific details in audio recordings,=
and
applying grammar in context. These insights informed the development,
selection, and adaptation of lesson plans, materials, and strategies, ensur=
ing
targeted interventions to enhance student performance.
An Open-Ended Interview for the Practice
Teacher in TEFL Community Service, which aims to explore the experience of a
practice teacher who worked in the TEFL Community Service modality with Pri=
mary
students, focusing on lesson planning, assessment material development, tut=
or
guidance, and potential improvements for future practice teachers.
Description of =
the
intervention proposal
Main objective<= o:p>
Sub-objectives<= o:p>
To evaluate the impact of TEFL Community
Service on practice teachers' ability to create structured and effective le=
sson
plans.
To examine how practice teachers design and
implement assessments aligned with the PDP (Pre, During, Post) and ECRIF (Encounter, Clarify, Remember, Internalize, Flu=
ency)
frameworks.
To assess the effectiveness of these approa=
ches
in improving students' learning outcomes in public school settings.
Method of action
research
In this study, researchers implemented
Exploratory Action Research (EAR), a methodology introduced in 2013 through=
the
British Council’s Champion Teachers initiative in Chile. Specifically
designed to support English educators in public schools, EAR aims to enhance
continuous professional development (CPD) by
addressing the difficulties faced in challenging teaching environments (Bri=
tish
Council, 2019).
Design of action
research
“There are seven ascending steps from=
the
left to the right…divided into two halves: exploration on the left and
action on the right. Each step leads to the next step in the process from
exploration to action.” (British Council, n.d.)
Figure 1
Handbook for Exploratory Action Research
Note: Smith, R & Rebolledo, P. (2018).
Stage 1:
Exploration
The exploration stage aims to gain a
comprehensive understanding of a situation by thoroughly analyzing its vari=
ous
aspects. The practice teacher and the TEFL tutor at the university wanted to
know the fourth graders’ competence in English grammar, vocabulary,
reading, writing, listening and speaking to design the lesson planning and
instruction in PDP, ECRIF and The Writing Proce=
ss
approaches of TEFL accordingly.
Previously, the TEFL tutor also wanted to k=
now
the knowledge and abilities of the practice teacher as an assessment design=
er
to help him reflect on those aspects not only for the elaboration of the
diagnostic tests (pre and post), but also for the practice teacher to be ab=
le
to design formative class materials and evaluation instruments during the
months he was going to be assigned to teach that group of students.
Main research
problem
Plan to explore=
To know the practice teacher’s skills=
as
an assessment designer, the TEFL tutor asked him to elaborate a diagnostic
ten-question test that evaluated the fourth graders’ competence in
English. This task will also be useful to check the validity and practicali=
ty
of the test before being applied to students.
Explore
A paper-based diagnostic assessment was
conducted with a group of 24 fourth-grade elementary students to evaluate t=
heir
initial English proficiency. The primary objective was to identify their
competencies and areas for improvement across the four core language skills:
reading, writing, speaking, and listening. This evaluation aimed to inform
instructional planning, ensuring that the curriculum aligns with
students’ current abilities while supporting their future learning
objectives and providing pedagogical recommendations.
The assessment was administered over a total
duration of 180 minutes, divided into two segments: a 90-minute written
component—covering writing, grammar, listening, vocabulary, and
reading—integrated within the regular lesson schedule, followed by an
additional 90-minute speaking test conducted on a one-on-one basis. A range=
of
tasks was designed to assess each linguistic skill. The reading section
required students to comprehend a short text and respond to multiple-choice
questions. In the writing task, students completed cards with essential det=
ails
such as location, date, time, and signature. The speaking evaluation consis=
ted
of an interview in which students answered approximately five questions rel=
ated
to visual prompts, with pronunciation, fluency, and vocabulary assessed aga=
inst
a rubric. Listening comprehension was evaluated through audio recordings,
followed by multiple-choice and matching exercises.
Analyze and ref=
lect
By revising the test elaborated by the prac=
tice
teacher, the tutor could find errors that could affect students’
performance in the quiz, not necessarily for their lack of knowledge, but f=
or
inconveniences in the validity and practicality of the test more related to=
the
practice teacher’s inexperience as an assessor. Some examples of
questions and/or instructions that the practice teacher needed to correct a=
re
described below.
Figure 2
![](3D"0135_Basantes_archivos/image007.gif")
Randall’s ESL Cyber Listening. (2021,
June 13). Happy birthday. Randall’s ESL Cyber Listening Lab
Although the audio selected from
Randall’s ESL Cyber Listening Lab was very good for the students̵=
7;
interest and level, most of the questions available on the website to test =
the
comprehension of that resource were not appropriate considering their Engli=
sh
level, A1. Moreover, it required students to develop complex Listening skil=
ls
they had not been trained for yet, such as detecting signposts in the quest=
ion
“What does he want to do first?” Also, the questions from the
original source demanded from the students, knowledge of and familiarity wi=
th
the present continuous tense as well as the modal ‘have to’.
Therefore, the university tutor suggested
playing just a part of the audio recording and including these questions
instead to test their ability of listening for detail:
Figure 3
Source pretest =
in
the research
![3D"Tabla
Descripción](3D"0135_Basantes_archivos/image009.jpg")
In addition, one video from the website
Figure 3
![3D"Interfaz](3D"0135_Basantes_archivos/image011.gif")
Note: https://www.elllo.org/class/A1/A1-13-Mon=
ths.html.
Figure 4
Source pretest =
in
the research
In the Speaking test, the practice teacher =
suggested
figure 1 for students to look at the picture and describe it. However, due =
to
the limited time available to train students to this strategy of picture
description with little or no equal chance for every student to get detailed
feedback about their performance and repetition of the practice sessions, t=
he
tutor recommended a direct interview to students. For this, the practice
teacher had to elaborate about 40 short-answer questions, from which he ask=
ed
four to each pupil. Each question asked had to be different from the other =
in
terms of verb tense and vocabulary topic and have visual prompts like numbe=
rs
above each person for pupils to know the age. For this, another image from =
the
Internet had to be chosen and adapted to meet the contents that the teacher
planned to teach between the taking of the pre and the post-diagnostic test,
having as a result figure 5.
Figure 5
DaYs=
EyE Kids. (202=
4,
February 28)
Note: Picture 2 Arancibia, M. (2019, April 9)
By diagnosing students’ strengths and=
weaknesses,
educators can refine instructional strategies to enhance proficiency across=
all
language domains. The pre-assessment results are presented on the table bel=
ow.
Table 1
![](3D"0135_Basantes_archivos/image020.gif")
Initial diagnosis of students' English lang=
uage
proficiency in research
Stage 2: Action=
Plan change
The intervention involved two stages:
The design and application of lessons based=
on
the TEFL instructional approach required in the degree modality, which asks
practice teachers to incorporate the four key frameworks to enhance language
learning. The first, FMU (Form, Meaning, and Us=
e),
focuses on teaching grammar by explaining both its theoretical concepts and
practical applications. The second, ECRIF (Enco=
unter,
Clarify, Remember, Internalize, and Fluency), guides students through learn=
ing
phrases, practicing structured conversation models, and developing the abil=
ity
to speak fluently and spontaneously. The third, PDP (Pre, During, and Post
stages), engages learners in listening and reading activities, gradually
enabling them to express themselves through speaking or writing—either
independently or collaboratively—by the end of the lesson. Lastly, the
Writing Process (Preparation, Writing, Review, Editing, and Expansion) repl=
aces
traditional rote-writing methods, encouraging students to generate ideas,
organize content, and refine their writing through scaffolded activities,
ultimately fostering coherence and meaningful expression.
The application of the post diagnosis test
based on the corrections advised by the TEFL tutor to contrast studentsR=
17;
progress in relation to the results obtained in the pre diagnostic test.
Main question
The central inquiry at this stage is: How do
the changes I implement impact the outcome?
Act
Practice teachers were asked to design less=
on
plans following the formats given by the TEFL tutor, including the creation=
or
adaptation of classroom materials for each.
Observe
The objective of this stage is to gather da=
ta
on the impact of the applied changes, evaluating both during and after their
implementation, to assess their effects on student performance and language
development.
Reflect
These two procedures contributed to the
gathering of information in this phase:
The administration of an Open-Ended Intervi=
ew
for the Practice Teacher in TEFL Community Service. This twelve-question
interview aimed to allow the practice teacher to reflect deeply on his
experiences after working in the TEFL Community Service modality with Prima=
ry
students, focusing on lesson planning, assessment material development, tut=
or
guidance.
The analysis/contrast between the results of
the pre and posttests.
DEVELOPMENT
Service-Learnin=
g
Service-Learning (SL) has been employed acr=
oss
various fields as a pedagogical approach, including methodology, teaching, =
and
learning strategies, with the goal of fostering stronger connections between
universities and local communities. As outlined by Campus Compact, a promin=
ent
national organization, SL is recognized as an important and widespread prac=
tice
that facilitates mutually beneficial partnerships between students and
communities (Jacoby, 2014). This connection between students and diverse
settings is vital for a holistic education, with experiential learning serv=
ing
as a crucial component of college students’ academic growth. SL proje=
cts
allow students to apply their academic knowledge in real-world scenarios,
making them more than just cultural encounters. It is essential to focus on
collaboration and shared goals to make a meaningful impact, distinguishing =
SL
from other methods through active participation, critical thinking, and
assessment.
Carpentier (2016) explores
the concept of participation in SL by comparing it to two closely related
ideas: access and interaction. He asserts that access refers to mere presen=
ce,
while interaction involves forming social and communicative relationships.
Participation, however, goes deeper, linking to decision-making and power
dynamics. In community-based SL projects, the first stage is access, where
students and communities meet and recognize each other’s context. Nex=
t,
interaction occurs as participants communicate, but this alone does not lea=
d to
substantial change. True participation—transforming both individual a=
nd
community experiences—is the core of SL, ensuring that students gain
meaningful learning outcomes.
According to Jacoby (2014), SL focuses on
moving from charitable service to one rooted in justice, seeking to elimina=
te
need and promote equality. The hyphen in "service-learning"
highlights the interconnectedness of service and learning, where students g=
ain
knowledge through service and, in turn, serve through learning (Welch, 2016=
).
This process benefits both students, who gain field experience, and
communities, which receive technical support and knowledge. As noted by Fung
(2017), SL is built on developing evaluation criteria that help participants
learn from both successes and challenges.
SL also promotes a deeper understanding of
different cultural systems. It challenges participants to move beyond static
views of their own and others’ cultures, especially when social,
economic, and linguistic barriers exist (Otten, 2003). When all parties are
committed to SL, both students and communities experience growth and achieve
sustainable results. Without such commitment, SL efforts may fail to make a
meaningful impact or even reinforce stereotypes.
Jacoby (2014) emphasizes the challenges and
complexities involved in SL, especially in addressing resistance or biases
among participants. To overcome these hurdles, it is essential to prepare b=
oth
students and communities in advance to set realistic expectations and foste=
r a
productive collaboration. SL projects typically unfold in four stages:
preparation, action, reflection, and evaluation. The preparation phase is
vital, ensuring that all participants understand the significance of their
involvement and are ready for meaningful engagement. The core of SL lies in
critical reflection, where participants analyze and question their experien=
ces
within a broader context of issues and knowledge, ultimately promoting soci=
al
justice (Jacoby, 2014; Welch, 2016).
Evaluation is a critical aspect of SL, as it
assesses the effectiveness of the process and its outcomes, including the
learning experiences of all participants. This feedback is essential for
understanding the impacts of SL and measuring progress toward the desired
goals. Reflection remains central throughout the cycle, providing students,
faculty, and community members with opportunities to examine their actions =
and
learn from them. The article builds on this reflective process, using
transcendental phenomenology to capture the essence of these lived experien=
ces.
RESULTS
Expected outcom=
es
Enhancement in the children's proficiency in
English was anticipated, given that they had not had access to professional
guidance in recent years. Following the implementation of lessons designed =
with
TEFL methodologies, a modest improvement in their comprehension of content =
was
expected, as the instruction was adjusted to align with the students'
proficiency levels.
A notable advancement in speaking skills was
particularly anticipated. However, the development in listening skills was
likely to be limited due to the lack of adequate instructional materials and
restricted availability of online resources. Considering the underperforman=
ce
observed in speaking proficiency, this area became the primary focus of les=
son
planning, with the intention of fostering substantial improvement.
Hypothesis: Applying TEFL-based teaching
methods will strengthen children's English abilities, with a particular foc=
us
on developing speaking skills. However, progress in listening comprehension=
may
be hindered by scarce learning resources and minimal exposure to digital to=
ols.
DISCUSSION
As previously noted, the current body of
literature lacks evidence regarding the application of service-learning in =
the
context of teaching English as a foreign language, making comparisons
unavailable.
Interpretation =
of
the results
Practice teacher’s answers to the
Open-Ended Interview
<=
/a>Background and Teaching Experience
Can you briefly
describe your experience teaching English to primary students in the TEFL
Community Service modality?
Managing the learning process was particula=
rly
challenging, given that children are easily distracted and may quickly lose
interest in planned activities. Maintaining group control in large classes
proved to be difficult; however, with the children whose attention I was ab=
le
to sustain, the learning outcomes were exceptional. These students not only
retained vocabulary effectively but also applied their knowledge outside the
classroom. Understanding the students' interests and incorporating them into
lessons was instrumental in capturing their attention and enhancing their
engagement. Despite the obstacles, the experience was highly rewarding, fil=
led
with challenges that were progressively overcome over time. About activities
for improving the English skills I had to use the visual prompts from books=
of
other subjects to practice speaking activities, activities related with
listening were mostly skipped because the lack of resources such as a speak=
er
made it difficult to practice this kind of activities once a week. This fact
can influence negatively in the students’ performance.
What were the
biggest challenges you faced when working with primary students?
The use of didactic and visual materials for
children is essential; however, their creation often requires significant t=
ime
and financial resources, making them infrequently utilized Additionally,
capturing students' attention without visual aids or engaging dynamics prov=
ed
to be nearly impossible. This necessitated a continuous search for appropri=
ate
materials and subsequent testing to determine their effectiveness in
facilitating the learning process.
Lesson Planning=
and
Assessment Development
How did the pro=
cess
of designing lesson plans contribute to your professional development as a
teacher?
Designing lesson plans helped me realize th=
at
my personal interests for the classes should never take precedence over the
interests of the students. This understanding highlighted that achieving an
effective learning process requires time, patience, and, in many cases, the
development of activities involving teacher-created materials. This process
often demands a high level of creativity, which ultimately serves to enhance
the students' learning experience.
What strategies or resources did you find m=
ost
useful when planning your lessons? Employing physical activities to introdu=
ce
class topics, combined with creating drawings during the lesson, was highly
effective in enabling students to recognize vocabulary without relying on
pre-made materials. Additionally, I integrated social media references to
engage students’ attention, whether for teaching vocabulary, explaini=
ng
grammar, or maintaining classroom discipline.
How did you ens=
ure
that your lesson plans met the needs of young learners?
When introducing basic topics, it became
evident that the students had no prior knowledge of foundational concepts s=
uch
as the alphabet, numbers from 10 to 20 (including their written forms), or
basic verbs like eat, run, jump, walk, have, and drink. Additionally, they
lacked familiarity with the months of the year and the days of the week.
Considering these gaps, content review sessions were conducted either at the
end of each lesson or at the beginning of the next. This approach enabled
students to answer questions with ease. Furthermore, autonomous activities =
were
assigned at the end of each class. Students were able to complete them
successfully.
What aspects of
lesson planning did you find most challenging, and how did you overcome the=
m?
The initial challenge I encountered was
identifying engaging activities for the students, particularly those introd=
uced
at the beginning of the lessons. This difficulty was addressed through a
process of trial and error, testing various activities to determine their
effectiveness within specific courses. Subsequently, the activities were
categorized based on their suitability and effectiveness for each course. T=
he
second challenge involved designing autonomous work activities to serve as =
the
final task of the class. The difficulty arose from the varying proficiency
levels among students. To address this, I often developed activities from
scratch, tailoring them to align with the students' interests and ensuring =
they
were adaptable to different skill levels.
How did you
approach the creation of assessment materials for primary students?
Initially, the evaluations focused solely on
vocabulary learned during the lessons, neglecting grammar and listening
activities. This limitation significantly constrained the creation of
questions, as much of the content became repetitive. To address this issue,=
I
reduced the total number of questions from ten to five, concentrating exclu=
sively
on vocabulary identification and spelling review.
In what ways did
developing assessment materials enhance your understanding of student learn=
ing
and evaluation?
By reducing repetitive instructions and
incorporating a variety of question types throughout the lessons, students
became more familiar with different question formats. This approach allowed=
for
greater diversity in the types of questions during evaluations, eliminating=
the
need to limit the number of questions as a solution. As a result, students =
were
able to quickly understand how to approach each question.
Were there any
tools, web sources or assessment strategies that you discovered and conside=
red
innovative and useful during this period?
Indeed, video trends were often invaluable =
in maintaining
control of the class, with careful adaptations made to suit the students' a=
ge
group. Additionally, ideas generated by AI were useful in creating material=
s,
while short stories on blogs played a significant role in implementing
listening activities. These activities helped students identify words,
recognize them, and incorporate them into the final task.
Guidance from an
Experienced Tutor
How would you
describe the support and feedback provided by your tutor during this
experience?
The feedback from the tutor was precisely w=
hat
my classes required. Many of the tutor's suggestions aligned perfectly with=
the
needs of my lessons, from the opening activity to the conclusion of the cla=
ss.
The resources provided by the tutor were invaluable in aiding me to create
materials and enhance my exams.
What specific
aspects of their guidance were most valuable for you?
The guidelines for incorporating various ty=
pes
of questions and adapting the same question format for exams, with different
content, were highly beneficial. Additionally, the instructions on utilizing
web resources and their adaptation to different student levels were invalua=
ble.
In cases where necessary, the guidance on creating these resources from
scratch, including what to include and how to design them for specific
activities, was particularly helpful.
Table 2
Analysis/contra=
st
between the results of the pre and posttests in the research
|
|
Pre-diagnosti=
c
test |
Post-diagnost=
ic
test |
||
|
Skill<=
/b>
Component |
Score assigned to the
questions |
Average score obtained |
Score assigned to the
questions |
Average score obtained |
|
Vocabulary recogniti=
on Months of the year |
1.80 <=
span
class=3DSpellE>pts |
1.23 <=
span
class=3DSpellE>pts (68.33%) |
0.60 <=
span
class=3DSpellE>pts |
0.51 <=
span
class=3DSpellE>pts (85%) |
|
Grammar (Simple present)=
|
0.70 <=
span
class=3DSpellE>pts |
0.31 <=
span
class=3DSpellE>pts (44.29%) |
1 pts |
0.91 <=
span
class=3DSpellE>pts (91%) |
|
Vocabulary recognition (transportation)=
|
0.90 <=
span
class=3DSpellE>pts |
0.82 <=
span
class=3DSpellE>pts (91.11%) |
0.50 <=
span
class=3DSpellE>pts |
0.43 <=
span
class=3DSpellE>pts (86%) |
|
Reading for specific information |
0.80 <=
span
class=3DSpellE>pts |
0.32 <=
span
class=3DSpellE>pts (40%) |
1.20 <=
span
class=3DSpellE>pts |
1.10 <=
span
class=3DSpellE>pts (91.67%) |
|
Listening for specific information |
0.75 <=
span
class=3DSpellE>pts |
0.52 <=
span
class=3DSpellE>pts (69.33%) |
0.80 <=
span
class=3DSpellE>pts |
0.65 <=
span
class=3DSpellE>pts (81.25%) |
|
Listening for specific information |
0.75 <=
span
class=3DSpellE>pts |
0.55 <=
span
class=3DSpellE>pts (73.33%) |
0.80 <=
span
class=3DSpellE>pts |
0.67 <=
span
class=3DSpellE>pts (83.75%) |
|
Grammar (Present simple)=
|
0.60 <=
span
class=3DSpellE>pts |
0.26 <=
span
class=3DSpellE>pts (43.33%) |
1.20 <=
span
class=3DSpellE>pts |
1.05 <=
span
class=3DSpellE>pts (87.5%) |
|
Writing |
0.60 <=
span
class=3DSpellE>pts |
0.07 <=
span
class=3DSpellE>pts (11.67%) |
1 pts |
0.93 <=
span
class=3DSpellE>pts (0.93%) |
|
Speaking: Interview For Gettin=
g Information from Pic=
ture |
2.50 <=
span
class=3DSpellE>pts |
1.12 <=
span
class=3DSpellE>pts (93.75%) |
2.50 <=
span
class=3DSpellE>pts |
2.06 <=
span
class=3DSpellE>pts (82.4%) |
Here's an interpretation of the results bas=
ed
on the contrast between the pre-diagnostic and post-diagnostic tests for
English knowledge among children:
Vocabulary
Recognition (Months of the Year)
Pre-diagnostic
test: Students achieved an average score of 1.23 points (68.33%),
demonstrating moderate performance.
Post-diagnostic
test: Scores decreased to 0.51 points (85%). While the percentage of
correctness increased, the decrease in absolute scores may indicate fewer or
simplified questions.
Grammar (Simple
Present)
Pre-diagnostic
test: A low average score of 0.31 points (44.29%) reflects significant
struggles.
Post-diagnostic=
test: A marked
improvement to 0.91 points (91%) shows a substantial enhancement in grammat=
ical
understanding after intervention.
Vocabulary
Recognition (Transportation)
Pre-diagnostic
test: Students performed well with 0.82 points (91.11%).
Post-diagnostic=
test: A slight decre=
ase
to 0.43 points (86%) suggests stable performance, though slight variations =
may
be due to question difficulty or scope.
Reading for
Specific Information
Pre-diagnostic
test: An average score of 0.32 points (40%) indicates strong initial
proficiency.
Post-diagnostic
test: An increase to 1.10 points (91.67%) shows noticeable improvement in
reading skills.
Listening for
Specific Information
Pre-diagnostic
test: Scores were 0.52 points (69.33%), revealing significant challenges =
in
this skill.
Post-diagnostic
test: Scores improved to 0.65 points (81.25%), demonstrating progress in
listening comprehension.
Listening for
Specific Information (Second Component)
Pre-diagnostic
test: 0.55 points (73.33%) indicates fair initial performance.
Post-diagnostic
test: A slight increase to 0.67 points (83.75%) reflects improved accurac=
y.
Grammar (Present
Simple - Second Instance)
Pre-diagnostic
test: Students scored 0.26 points (43.33%), showing moderate understandin=
g.
Post-diagnostic
test: Scores rose to 1.05 points (83.75%), indicating progress in grammat=
ical
usage.
Writing
Pre-diagnostic
test: Students struggled with a score of 0.07 points (11.67%).
Post-diagnostic
test: A significant increase to 0.93 points (0.93%) demonstrates consider=
able
improvement in written expression.
Speaking (Inter=
view
for Getting Information from a Picture)
Pre-diagnostic
test: Scores were very low at 1.12 points (93.75%), indicating severe cha=
llenges
in speaking skills.
Post-diagnostic
test: A substantial improvement to 2.06 points (82.4%) reflects major
progress in speaking and interpreting visual information.
Overall Trends<= o:p>
Areas of
Significant Improvement: Grammar, writing, speaking, and listening =
for
specific information showed notable progress, likely due to targeted
instruction and practice.
Consistent
Strengths: Reading and vocabulary recognition (transportation) maintained stro=
ng
performance, though the latter showed a slight dip in absolute scores.
Challenges
Addressed: The intervention appears to have effectively addressed major areas =
of
weakness, particularly in grammar, listening, and speaking skills.
Remaining Issue=
s: While improvem=
ents
were seen across all areas, some components, such as vocabulary recognition=
for
months and transportation, require further examination to sustain or enhance
performance.
Participating in TEFL community service off=
ered
an incredibly valuable opportunity for student-teachers. It contributes to =
the
refinement of the teachers’ language skills while instilling a strong
sense of social responsibility, allowing them to adapt to various contexts =
and
better understand the challenges students face, apart from opening the door=
to
connecting with students and parents, listening to their concerns, and
assisting in finding practical solutions.
The next point refers to lesson plan framew=
orks.
These frameworks offer an effective process for planning and executing Engl=
ish
language classes, as they provide a clear structure for activities, which in
some cases need to be created from scratch, while others can be adapted.
However, the strategies and structures are highly flexible, allowing teache=
rs
to adjust them as needed.
The lack of resources, such as technology,
posed significant challenges in the English classroom. However, this limita=
tion
encouraged the practice teacher to discover alternative teaching methods; f=
or
instance, making use of the school yard and adjusting lesson plans to ensure
the learning process remained effective and uninterrupted. Consequently, it=
is
evident that using different tools can promote students' engagement and
learning, leading to the inclusion of techniques such as collaborative work=
and
gamification to provide valuable support when teaching grammar and improving
English skills. In this way, they help create a more enjoyable and effective
learning environment. As a result of comparing the pre and post diagnostic
assessments, students exhibited significant growth in various language skil=
ls.
They demonstrated enhanced abilities to articulate ideas concisely, constru=
ct
simple sentences, locate specific information within texts, comprehend spok=
en
language through audio clips, and identify basic grammatical structures. Th=
is
positive shift suggests that the strategies for reading, listening, speakin=
g,
and writing implemented after the initial diagnostic were effective in
addressing the students' specific needs.
Recommendations=
for
future research
Based on the findings of this study, the
following recommendations are proposed:
Analyze and adapt the academic curriculum of
the degree of Pedagogy of English as a Foreign Language in different
universities within Ecuador to add subjects focused on diversity by joining
efforts with professionals of special education.
Incorporate in the demonstration classes of
subjects related to TEFL, internships at schools and community centers,
situations that reflect the reality of the public education sector: students
with disabilities, technological limitations, no access to standardized
textbooks or appropriate size classrooms.
Apply similar research with a control group=
and
an experimental group using a larger sample to compare the pretest and post=
test
results of students receiving lessons with the TEFL methodology to those wh=
o do
not.
The last recommendation is focused on the
design of books for the use of public-school students with the help of TEFL
professionals, practice teachers, and students of the career to contribute =
to
the development of student learning, considering that the books used in the
public education sector have many errors in the organization of learning
topics.
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British Council. (2019). A handbook for exploratory action research. British Council.
DaYs EyE Kids. (2024, February 28). YouTube. https://<=
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