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SUBJECT ASSIGNMENT:
INDIVIDUAL FACTORS IN THE LEARNER’S DEVELOPMENT

Students’ full names:

(Pair 32)
Thomas James Calvert
Yuri Paola Infante Tejada

Group: 2017-06
Date: February 28th/2018

Subject: FP004 - Individual Factors in the Learner's Development

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Table of Contents

1. Preface ………………………………………………………………………..page 3
2. Introduction ……………………………………………………………………page 4
2.1 Contextualization
3. Instructional design: Questionnaire proposal…………………….………..page 5
3.1 Conceptual framework……………………………………………….…..page 6
3.2 Methodology………………………...…………………………….….…...page 7
4. Justification: Questionnaire layout .…………….……………..……..….….page 12
5. Conclusions and recommendations …………….………….…..…………..page 15
6. Bibliography ………………………………………….…………………….....page 17
7. Appendix –questionaries’ samples -……………………………..………....page 19

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1. Preface

Nowadays, it can be considered how the acquisition of a second language is

increasing and how most people are trying to learn the second language in an early age
pretending to facilitate the process. The process of learning a second language for
children involves significant and individual factors that may affect the learning process
and its outcome, presenting some students needs that need to be found, analyzed and
overcome (Falout, 2012). Factors such as: the learning environment, the compulsory
and competitive language education, the process development and the institution’s
program; could influence for better or for worse in children’s language acquisition
process and the level of stress that this entails (Falout, 2012).

Students’ social system, age and culture influence the behaviors that students
present inside the classroom. Lober and Farrintong (2011) point out that learners with
behavior problems are at the risk for multiple problems in academic, social and daily
functioning. These behavioral problems caused by stress leads their learning process of
a second language to a point where students present a lack of motivation and interest.

Lack of motivation and interest is a common learners’ need presented in the

ESL/EFL classes (Huang, 2008). Additionally, in children’s learning process motivation
is taken as a very important part to foster their interest in the language and decrease the
behavioral problems that external factors may have caused on them (Campbell, 1999).
However, based on to two studies (Gomez, 2000; Huang, 2008) focused on increasing
learner’s motivation in second language. It can be perceived how demotivation in
children can be reduced through the use of significant, contextualized and dynamic
activities through the use of tales and role-play inside the classroom. The authors
concluded that the method is functional since the stories motivated students to
understand and produce the use of English as they interacted, with greater emphasis on
speaking and writing skills.

According to this, this proposal takes into account teachers and students reaction
to this activities and its effect on students’ motivation. It is also relevant to consider
important factors such as students’ age, English proficiency and the population context.
Therefore, the use of role- play along with classic fairy tales are considered suitable for
them (Bruti, 1999; Gomez, 2000; Huang, 2008).

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Bearing the above in mind, this proposal is intended to first apply a significant
activity that adapts to children’s previous knowledge, context, and interest (Gomez,
2000; Huang, 2008) and secondly, to design questionnaires for both –teachers and
learners- to validate how pertinent and effective this activity was for student’s motivation.

2. Introduction

2.1 Contextualization.

2.1.1 Location:

The proposal is designed to fit an institution which presents a monolingual

program. The name of the institution is Teresita de Lisieux School– Colombian private
school located in Bogotá-. This school was chosen based on the experience one of us
have there; developing lesson planners and syllabus from first graders to fourth graders
for the English subject. The school has a well-stablish although monolingual syllabus
and uses the total physical response approach from pre-school until 4th graders to teach
English subject. Since TPR is being used, it seems logical and appropriate to apply this
kind of dynamics in order to booster students’ motivation and enrich their experience with
the English language –Students’ needs- furthermore, the questionnaires designing for
teachers and students will be adapted to their age and previous knowledge.

2.1.2 Population description:

The population where the questionnaires will be applied is second grade

students, specifically courses 201 and 202. The population is a group of students
between 7 and 8 years-old with two main characteristics.
 First, it is a fairly large group (78 students counting both courses) ideal for
collecting a significant amount of information.
 Secondly, their students’ needs by presenting a low level of motivation
towards English made the students demand more attention, which was
pertinent, since it favored the constant participation in the activities of the
role play.

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Bearing in mind the important aspect and target population mentioned before, it
is relevant to state for this proposal three important factors such as: level, age and
context and motivation. Secondary aspects as language skills and autonomy may
emerge along with the main aspects. Since questionnaires as research instruments
depend their application - designed to measure the impact of this activity on their target
population-, research objectives and methodological approach, it can be said that action
research is the methodological approach to proceed with (McNiff, 2002). Consequently.
These questionnaires must be designed to be pertinent since they are reliable and valid
for the data collection on action research. That is why for this type of research the
intentional sample was chosen. In this regard, Martínez stated that:

"In the intentional sample, a series of criteria are selected, which, are considered
necessary or highly convenient to have a unit of analysis with the greatest
advantages for the purposes pursued by the research. On the other hand, the
aim is for the sample to be comprehensive and also to take into account the
negative cases, but having a prevalence due to positive cases of greater
relevance "(2006, p.137)

Once the type of research and the study population are stablished, we chose to
make an instructional design that facilitates the implementation of the questionnaires as
a qualitative instrument for this proposal.

3. Instructional design: Questionnaire proposal

According to the preface and the students’ needs found. This proposal has three
intentions.
1. To apply a role-play activity together with fairy tales for enriching students
motivation.
2. To identify students’ and teachers’ perceptions on this activity.
3. To qualify the impact of the activity through the questionaries’ results.

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This activity was chosen due to the students’ needs. Since this specific population
was found to have a considerate percentage of students who were not motivated to learn
English with the current approach, new, familiar and interesting activities were designed
as a pilot, whose impact will be tested out through the use of questionnaires.

3.1 Conceptual framework

Motivation
Motivation is understood as the interaction of students with their environment,
their classmates and with the language (Ladousse, 2004, p.7). The motivation developed
in role plays is the flexible type, which occurs from the interaction of students with their
environment, their classmates and with the language (Ladousse, 2004, p.7). At the
moment of assuming a role and communicating through another language, the student
has a new way of understanding, interacting, and practicing the foreign language.
Budden (2006) maintains that motivation allows the student to know other subjects in
and through the foreign language, which creates and benefits attention. Both Budden
(2006) and Ladousse (2004) affirm that another way of recognizing motivation from role
play is when students overcome the shyness of others who speak in another language
and act as the character because the story and the type of game encourages and
encourages them.

The Role –play communicative activities.

As mentioned by Ladousse (2004) role- play is a strategy used in the classroom
to enrich the language, fluency of speech and student’s motivation. In addition, it is
considered as an effective strategy for the students' communicative approach to thrive
as it gives them the opportunity to represent different social roles, interacting with their
peers and working with and in their listening and reading skills.

The purpose of role play in the language classroom.

According to Ladousse (2004) and Brown (1994), role play has as its main
purpose to give students the opportunity to practice the language based on different
social roles and contexts. This practice allows students to learn how to handle the
complex and unpredictable nature of the language. For Freeman (2000), the student
learns and consequently develops his own oral and body language along with the

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interaction with others. This interaction allows shy students to become familiar with the
language so that, it can spontaneously and flexibly help them communicate their ideas.

On the other hand, Fajardo, Gonzáles and Jara (2010) see in the role play a
possibility to offer an interactive approach that provides an integral learning of the
language. In this way, the role play focuses on facilitating varied aspects that intervene
in the learning of a language. Some of these aspects are teamwork, autonomy and
decision making. In conclusion, the role play is an integral training approach that is not
limited to being a didactic for the formal learning of the language.

In summary, the fundamental purpose of role play is to be a strategy or approach

that allows student’s training and formation. On the one hand, this training allows the
development of communication skills, which in an integrated manner enrich the
language, the fluency of speech and the motivation. On the other hand, it seeks to favor
the approach of familiar themes for children through well-known stories and the
development of social and personal skills (Ladousse, 2004, Brown, 1994, Freeman,
2000).These benefits can be developed in a more effective way through children's stories
that can offer the basic material for students and teachers to work with in the language
classroom.

Fairy tales in English classroom.

Lourdes (2011) explains that some of the didactic functions of the stories are: (a)
achieve a deeper motivation, (b) improve the attitude towards the language, (c) practice
the language and (d) provide a wide range of learning opportunities in the foreign
language classroom. When students are exposed to a story, they fundamentally can
activate all their senses and open their minds to new possibilities. Thanks to these
characteristics, the children's stories make a greater awareness towards the English
language possible.

On the other hand, Bruti (1999) states that in addition to strengthening motivation
and promoting language skills in children, tales, also enriches creativity. Consequently,
they can be used as a motivating activity, as a transition activity, a means of relaxation
between activities and as a structure that will serve for further learning. Besides, tales
can generate a positive attitude towards the foreign language, since the student
assimilates the patterns and vocabulary of the other language thanks to the previous

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knowledge of the story in L1. Finally, in order for the story to meet this proposal
expectations, it must take into account the age of the students, since it is very important
to choose a story that offers lexicon and relevant textual structures.

3.2 Methodology

As it was mentioned before an activity will be designed and apply based on the
action research approach (Burns, 2010) in which an impact on the target population is
expected. This impact is expected to be measured by using semi- structure, open-ended
and close-ended questionnaires on teachers and students (Best, 1982; Freeman, 1998).

Questionnaires design.

Questionaries’ and surveys are understood by Moser & Kalton (1972) as

instruments designed to investigate a cause-effect relationship. They are concerned with
the demographic characteristics, the social environment, the activities, or the opinions
and attitudes of some groups of people. On the other hand, Burns (2010) described them
as an instrument to collect several people’s responses, allowing for collecting factual or
demographic, behavioral and attitudinal information.

Nevertheless, according to the features of our target population that is English

students, the most suitable definition is the one O'Leary (2004) proposed. He defined
them as the process of collecting data by asking a range of individuals the same
questions related to their characteristic, how they live, or their opinions (p. 152).
O'Leary’s (2004) typification of surveys is used in language learning context specifically
by applying it with exploratory, cross-sectional and self-administrated characteristics in
closed questions. These characteristics helped supply complex understanding of key
selected members of the target population in an anonymous and confidential way.

For the development of these questionnaires, the steps proposed by O'Leary

(2004) to conduct a good survey are:

1. Plan: It is the procedure of establishing the general aspects that are needed to
develop and apply a survey.

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2. Construct: It is the development of the questions in a careful, logical and

coherent way in order to obtain relevant information related to the aims of the
research.
3. Pilot: It is the first approach that allows getting the first insights and checks the
effectiveness of the instrument.
4. Redevelop: From the results of piloting, the necessary changes and adjustments
are made in order to improve the quality of the survey.
5. Execute: It is the final application of the instrument based on the previous step.

In order to gather factual and real information based on the population’s

perception and thoughts on the activity. Burke Johnson (2012) suggests an open-ended
questionnaire, which is a suitable instrument of collecting information about a study of a
problem. Researches usually apply this kind of questionnaire to get information about
perceptions, feelings, personality and behavioral intentions of research participants.
Planning a questionnaire implies designing a group of questions whose answers
establish ideas, beliefs or assumptions about the researcher self-perception in relation
to the study problem. Fox (1997) points out a similar but shorter four steps process to
develop an open-ended questionnaire:
1. Limit of the size of questionnaires, the idea is that people dedicate less time
answering.
2. The answer structure permits to reduce in a minimal way the writing answer.
3. Redacting all the introductory material. The initial idea is that people before
answering the questionnaires know about the research finality.
4. The participants in the questionnaires could know the research results.

In order to design a pertinent and trustworthy instrument for action research,

Freeman (1998) stated questionnaires as sets of written questions that are focused on
a particular topic or area and refers to the search for answers to open or closed
questions, especially personal opinions, judgments or beliefs. The questionnaires can
be used in situations where it is not necessary for the participants to be face to face with
the researcher (p.94). Regarding this, Best (1982) stated that “questionnaires request
short and specific answers, they are known as restricted or closed type questionnaires.
They ask that you answer yes or no, or a brief answer, or point to an item in a list of
suggested answers. "(p.134).

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Similarly, Diaz (1986) argued that restricted questionnaires have the advantage
for the researchers to be able to quantify and process the data obtained easily and
promptly. On the other hand, these instruments lead the subject to answer what the
interrogator requires. That is to say, the person questioned focuses on the precise
subject matter of the question and does not enter into ramblings.

Ary, Jacobs and Razavieh, (1989) suggested some guidelines for writing
questionnaires and constructing questions properly regarding the target population’s
age, context and level on this kind of research approach:
1. Build the instrument so that it reflects quality.
2. Make the questionnaire as short as possible, so that the minimum time required
to complete it is required.
3. Write the questionnaire questions so that everyone can understand them.
4. Formulate the questionnaire so that it produces answers that are not
ambiguous.
5. Elaborate the questions avoiding the prejudices that could influence to move
the subject in a certain direction.
6. Questions in a questionnaire should not be misleading because of implicit
assumptions.
7. The alternatives to the questions in the questionnaire should be exhaustive;
that is, all the possible alternatives on the question will be expressed.
8. Avoid questions that may cause reactions of embarrassment, distrust or
hostility.
9. Place the questions in the correct psychological order.
10. Arrange the questions so that the answers can be tabulated and interpreted
immediately.
11. The questionnaire must be accompanied by an explanatory letter, with the
name and profession of the respondent. (p 181-183)

According to the above, this proposal opts for the elaboration and use of restricted
questionnaires since they allow collecting data in a more precise way. Likewise, the
questionnaire as an instrument can facilitate certain level or age students expressing
their perceptions and / or points of view about the generated activity. Similarly, the use
of these questionnaires allows researchers to perform a standardized and comparative
data analysis.

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The activity application and the data collection instrument –questionnaires- are
expected to be carried out in two second-grade groups. The activities were separated by
two classes in one week and both groups worked continuously with the tale of "Little Red
Riding Hood". Each class is held on for two hours. –See next page-

Chart 1. Activity’s and instruments’ chronogram.

Groups and week’s planning Activity description Materials
Monday - Spoken introduction of the tale. - Tale’s video.
- First class -2hrs- - Vocabulary introduction. - Characters’ masks.
group 1 (201) - Vocabulary games and activities - Dialogue cards.
Tuesday - Groups’ creation – there are three
- First class -2hrs- different scenes, each group will
group 2 (202) select the scene randomly, some
scenes may be repeated but that’s the
idea of familiarization and motivation
when self and co correcting each
other’s -.
- Review of phrases and vocabulary.
- Students will practice in groups, short
phrases and dialogues.
- Ss will receive a mask to decorate at
home and will be optional if they want
to design or bring their own costumes.
Thursday - Dialogue review. - Tale’s video.
- Second class -2hrs- - Spoken introduction of the tale by the - Characters’ masks.
group 1 (201) teachers/short performance of one - Dialogue cards.
Friday scene- - Costumes.
- Second class -2hrs- - Each groups presentation
group 2 (202) - Since some scenes are repeated by
different groups students will have the
chance to review their lines, get more
familiarized with and assimilate them.
Questionnaires application. - 2 copies of Semi
- Questionnaires will be applied to structures
head-English teachers and students’ questionnaires for
as soon as the activity is over. Spoken teachers.
and written instruction will be - 78 open-ended and
handled for is pertinent fill up. close-ended
questionnaires for
students.

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4. Justification: Questionnaire layout

Bearing in mind motivation as a learner’s individual factor that has to be

developed in this proposal’s population due to their context, age, and background. The
teachers and students questionnaires were designed based on: teachers’ and students’
needs, lack of motivation presented during the English classes, which are given by their
course head teachers –who are not proficient in English-, teachers’ and students’
knowledge and target population’s first language.

Since in primary school the English class is taught by their monitor, who teaches
them other classes and is not an actual language teacher, activities for raising up the
motivation in students and also for guiding the teachers in designing new activities that
meet their needs were applied and measured through questionnaires. Furthermore, due
to schools monolingual curriculum, students age –they are just learning how to right and
read in their mother tongue- and teachers lack of English knowledge, the questionnaires
were designed and applied in Spanish, to make the instrument pertinent, contextualized
and easy to understand for the target population. Consequently the proposal constructs
a format with a set of questions that helps to know the students’ interests about the
acquisition of a second language and the way they learn it regarding their individual
factors.

Teachers’ semi structured and open-ended questions justification:

1) What is your perception of the activity carried out with the students?
2) What impact do you think the role play activity generated in the students?
3) What kind of emotions do you think generated this role play activity in the students?
4) Would you agree that this type of activities such as role play apply to students as a
tool that enriches the motivation for language acquisition? Why?

Justification: Questions from 1 to 4 are focused on enquiring about teachers’

thoughts, cognition, perceptions and emotions they might feel regarding the activity.
These questions are designed not only to measure in a qualitative way their perceptions,
but also new findings and learners’ individual factors that could affect their process and
needs. The students’ needs and learning factors in which these questions focus are the
affective factors (Krashen, 1991) that may reduce or increase learners language input.

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5) What characteristics did you demonstrate were relevant to generate motivation in the
students during the activity of the role play?
6) What kind of skills could be strengthened in students with role play?
7) What perceptions and / or new findings did you observe in your students when the
role play activity was applied?
8) How would you define the activity of the role play according to the activity observed
with the students?

Justification: Questions from 5 to 8 could also be related to affective factors,

since motivation is considered a subjective concept. Nonetheless, if we focus on
students language needs, more specifically linguistic needs. These questions focus on
the abilities that may emerge with this “product oriented” activity which according to
Brindley (1989) inquires over humanistic needs such as motivation, personal training,
personal preferences and learning styles, and language needs –skills or autonomy
enhancement-

9) Do you think it would be necessary to make some modification to the methodology

used to perform the role play activity with the students?
10) To conclude, do you have any additional comments about the use of role play with
second grade students?

Justification: the last two questions are designed to gather in general terms how
a more dynamic methodology helps the school’s program to design and implement a
curriculum that attempts to meet a second language class needs by being more coherent
among the language components and the contents taught. Hence, as the teachers
identify students’ needs, they could propose new: teaching/learning methods,
assessment and evaluation that meet students’ ages, learning styles and interests,
having a more dynamic, motivating, successful and meaningful program (Crookes &
Schmidt, 1991).

Students’ close and open-ended questions justification:

Students will circle the closed-questions created on the individual factors and
learners’ needs preface and theory.
1. When you were interpreting a fairy tale's character. What emotion did you feel?
- Fear
- Confidence

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- Joy
- Boredom
- Responsibility
- Motivation

2. Did you feel motivated when participating in the role-play activity?

- A lot
- More or less
- A little
- Not at all
3. When performing the role-play activity. Did you feel comfortable or uneasy?
- A lot
- More or less
- A little
- Not at all
4. While performing the role-play activity. How much help did you ask to your classmates
or teacher?
- A lot
- More or less
- A little
- Not at all

Justification: Questions from 1 to 4 are focused on enquiring about students’

thoughts, feelings and emotions they might feel regarding the activity. These questions
are designed not only to measure in a qualitative and quantitative way their motivation
stimulation, but also new findings on their individual factors that could affect their process
and needs. The students’ needs and learning factors in which these questions focus are
the affective factors (Krashen, 1991) that may reduce or increase learners language
input.

5. Did you learn something new with this activity?

- A lot
- More or less
- A little
- Not at all

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6. Among the next situations, which one do you think was the most important during the
activity?
- Communicating with my classmates.
- Being creative
- Feeling motivated and eager to perform the activity
- making my own decisions when performing the activity
7. What was your favorite thing about the role-play activity?
- The characters
- Speaking English
- Sharing with friends
- Feeling confident
- Making decisions
- Developing new skills

Justification: Questions from 5 to 7 are also related to affective factors, since

motivation is considered a subjective concept. Nonetheless, if we focus on students
language needs, more specifically socio-affective, and communicative needs. These
questions focus on the abilities that may emerge with this “product oriented” activity that
intended to develop their motivation a little more, but it may end up raising interest in
their humanistic needs such as personal training, personal preferences and learning
styles, and language needs –skills or autonomy enhancement-

8. Write your opinion about the role-play activity.

Justification: the last open-ended question is designed to gather in general

terms students thoughts on the activity and match their opinions meeting ends with their
ages, learning styles and interests (Crookes & Schmidt, 1991).

5. Conclusions and recommendations.

Collecting the preface, the questionnaires propose, the individual learning factors
that could orientate learners to a reasoning and appropriate second language actions,
or on the contrary to present more needs and lacks on the language. It is concluded that
based on students: context, age, learning environment, and teaching/learning process;
this individual factors can be identify, foster or overcome depending on the case, by the

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implementation of well- structured, reasonable, contextualize and pertinent activities that

would be understood, identify and analyzed through the use of questionnaires, which are
also designed regarding the main factors mentioned above.

As recommendations, it can be suggest when applying the instrument, collection

and analyzing the data, to foreseen the literature, and categorized students’ needs stated
by their impact on the role play based on the conceptual framework: Motivation, student’s
interest, and new skills or needs emergence that, according to Freeman (2000), allows
improving the development of oral expression, the interrelation with the other and
enrichment in their sociolinguistic capacity.

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6. BIBLIOGRAPHY
Ary, D. Jacobs, L & Razavieh, A. (1989). Introducción a la Investigación pedagógica. México:
McGRAW-HILL

Best, J. (1982). Como investigar en educación. Paracuellos del Jarama (Madrid): EDICIONES
MORATA, S.A

Brindley, G. (1989). The role of needs analysis in adult ESL program design. In Ρ. Κ.
Johnson, (Ed.), The second language curriculum (pp.63-78). Cambridge: Cambridge
University Press.

Brown, H.D. (1994). Principles of Language Learning and Teaching. N.J.:Prentice Hall
Regents.

Bruti, S. (1999). Approaching Writing Skills through Fairy Tales. The Internet TESL Journal,
5 (11). Recuperado de: http://iteslj.org/Techniques/Bruti-FairyTales.html

Budden, J. (2006) Role Play. London: BBC,

Burns, A. (2010). Doing action research in English language teaching. New York: Routledge
Taylor & Francis Group.

Campbell, J. (1999). Student discipline and classroom management: Preventing and managing
discipline problems in the classroom. (C. C. Thomas, Ed.) Springfield, Illinois: Charles
C. Thomas.

Castillo, E. (2008) Técnicas de Investigación. Bogotá: Universidad de la Salle

Crookes, G., & Schmidt, R. W. (1991). Motivation: Reopening the research agenda. Language
Learning, 41, 469-512.

Diaz, A. (1986). Introducción a las técnicas de investigación pedagógica. C.V. México D.F:
Kapelusz Mexicana, S.

Falout, J. (2012). Coping With Demotivation: EFL Learners’ Remotivation Processes

December 2012–Volume 16, Number 3. Nihon University, Japan <falout.joseph.j
nihon-u.ac.jp>

Fajardo, F. Gonzáles, W. & Jara, E (2010). El juego de roles como estrategia didáctica en la
formación integral de los estudiantes de segundo semestre del programa de electrónica y
telecomunicaciones en unitec. Publicaciones Unitec Vestigium 4 (1). Recuperado de:
http://publicaciones.unitec.edu.co/ojs/index.php/vest/artic le/view/75

Freeman, D. (1998) Doing teacher-research: from inquiry to understanding. Canada: Heinle &
Publishers.

Freeman, D. (2000). Techniques and Principles in Language Teaching. Oxford: Series Editors.

Gómez, R, L. (2000) El uso de la literatura infantil como base para la enseñanza del inglés.
Universidad de La Salle; Bogotá

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Hox, J. J. (1997). From theoretical concept to survey item. In: L. Lyberg, P. Biemer,

Huang, I. Y. (2008). Role Play for ESL/EFL Children in the English Classroom. The Internet
TESL Journal, 14(2).Recuperado de: http://iteslj.org/Techniques/Huang-RolePlay.html

Johnson, R. B. & Christensen, L. (2013) Educational Research: Quantitative, Qualitative, and

Mixed Approaches. Sage Publications: United States of America.

Krashen, S. (1991). Second Language Acquisition and Second Language Learning. Oxford:
Pergamum Press.

Ladousse, G, P. (2004) Role Play: Resources Book for the Teacher Series. New York: Oxford
University Press.

Loeber, R., & Farrington, D. P. (2011). Young homicide offenders and victims: Development,
risk factors and prediction from childhood. New York: Springer.

Lourdes, M, G. (2011) Los cuentos infantiles: una herramienta de trabajo en el aula de lengua
extranjera. Revista: Innovación y experiencias educativas, 40 (45). Recuperado en
marzo de 2011 de: http://www.csi-
csif.es/andalucia/modules/mod_ense/revista/pdf/Numero_40/LOURDES_MARIA_GO
RDILLO_SANTOFIMIA_02.pdf

Macniff, J (2002). Action research for professional development: Concise advice for new
action researchers. At Jean McNiff, booklet 1, (6) available at:
http://www.jeanmcniff.com/ar-booklet.asp

Martínez, M. (2006). La investigación cualitativa (síntesis conceptual). Revista IIPSI, 9(1),

123-146. Recuperado de
http://sisbib.unmsm.edu.pe/bvrevistas/investigacion_psicologia/v09_n1/pdf/a09v9n1.pd
f

M. Collins, E. de Leeuw, C. Dippo, N. Schwarz, & D. Trewin (Eds), Survey Measurement and
Process Quality (47–71). New York: Wiley

Moser, C., & Kalton, G. (1972). Survey methods in social investigation (Second ed.). New
York: Basic Books.

O'Leary, Z. (2004). The essential guide to doing research. London: SAGE Publications.

Walker, R (1997). Métodos de investigación para el profesorado. Madrid: Ediciones.

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APPENDIX – questionaries’ samples–

Appendix A. Teachers’ semi structured and open-ended: adapted from Castillo (2008)

Saludo Inicial.

Profesores de Segundo grado (201 y 202) del Colegio teresita de Liseoux.

La siguiente entrevista tiene como objetivos apreciar diversos hallazgos acerca de la actividad
del juego de roles y conocer puntos de vista, percepciones y comentarios acerca de la misma.
Preguntas.

1) ¿Qué percepción tiene de la actividad realizada con los estudiantes?

2) ¿Qué impacto cree usted que generó la actividad del juego de roles en los estudiantes?
3) ¿Qué tipo de emociones cree usted que generó en los estudiantes esta actividad del juego
de roles?
4) ¿Estaría de acuerdo con que este tipo de actividades como el juego de roles se apliquen a
los estudiantes como una herramienta que enriquezca la motivación para la adquisición
de la lengua? ¿Por qué?
5) ¿Qué características evidenció usted que fueron pertinentes para generar motivación en
los estudiantes durante la actividad del juego de roles?
6) ¿Consideraría usted que el juego de roles como estrategia de enseñanza promovería la
autonomía, seguridad y/o confianza en los estudiantes? ¿Por qué?
7) ¿De qué manera considera usted que se manifiesta la autonomía en los estudiantes al
momento de realizar la actividad del juego de roles?
8) ¿Qué tipo de habilidades se podrían llegar a fortalecer en los estudiantes con el juego de
roles?
9) ¿Qué percepciones y/o nuevos hallazgos observo usted en sus estudiantes cuando se
aplicó la actividad del juego de roles?
10) ¿Cómo definiría usted la actividad del juego de roles según la actividad observada con
los estudiantes?
11) ¿Cree usted que sería necesario hacer alguna modificación a la metodología usada para
realizar la actividad del juego de roles con los estudiantes?
12) Para concluir, ¿Tiene usted algún comentario adicional acerca del uso del juego de roles
con estudiantes de segundo grado?

Agradecimientos.

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 ASSIGNMENT – IF

Appendix B. Students’ close and open-ended questions. Based on Walker (1997, p.

115)

Fecha: ____________________________________________
Grado: ____________________________________________
Procura responder a todas las preguntas. Encierra en un círculo o colorea la respuesta que te parezca
más adecuada.
1. Al interpretar el personaje de un cuento, ¿Qué emociones sentiste?

Miedo Alegría Responsabilidad

Seguridad Aburrimiento Motivación

2. ¿Te sentiste motivado para participar en la actividad del juego de roles?

Poco
Mucho
Más o menos Nada

3. En el momento de realizar la actividad del juego de roles, ¿Te sentiste cómodo o tranquilo?

Mucho Poco

Más o menos Nada

4. Mientras se hacía la actividad del juego de roles en clase, ¿Pediste colaboración a tus
compañeros o profesores?

Poco
Mucho
Más o menos Nada

5. ¿Has aprendido algo nuevo con el juego de roles?

Nada Más o menos

Poco
Mucho

6. Entre las siguientes características, escoge la que más te pareció importante al momento de
realizar la actividad del juego de roles

La comunicación con mi compañero.

Mi creatividad al momento de hacer la actividad.

Sentirme motivado al momento de hacer la actividad

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 ASSIGNMENT – IF

Poder tomar decisiones y hacer la actividad a mi gusto

7. ¿Qué fue lo que más te gustó cuando realizaste la actividad del juego de roles?

Los Personajes Sentir seguridad al hacer la actividad

Hablar en Inglés Tomar decisiones a mi gusto

Compartir con mis compañeros Desarrollar nuevas habilidades

8. Escribe: ¿Cómo te pareció la actividad del juego de roles?

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 ASSIGNMENT – IF

Important: you have to write your personal details and the name of the subject on the
cover (see the template on the next page). You have to include a table of contents after
the cover. Assignments that do not fulfil these conditions will not be corrected.

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