Which teaching strategies can I implement whith my third grade students of Colegio Los Ceibos in order to deliver effective teaching instructions in my post activities?

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(1)Strategies to deliver effective instructions. B. Benavides. 2015. Faculty of Education English Department. “Which teaching strategies can I implement with my third grade students of Colegio Los Ceibos in order to deliver effective teaching instructions in my post activities?”. Bernardita Benavides Díaz. Universidad Alberto Hurtado. “This Action Research was done to obtain the University degree as English Teacher.”. Tutors: Mary Jane Abrahams and Macarena Guajardo. Santiago, Chile. 2015.. 1.

(2) Strategies to deliver effective instructions. B. Benavides. 2015. Index Abstract ........................................................................................................................................... 5 Introduction..................................................................................................................................... 7 Context: The Community ................................................................................................................ 9 Context: Third Grade.................................................................................................................... 10 The Problem .................................................................................................................................. 12 Rationale ....................................................................................................................................... 14 Literature Review .......................................................................................................................... 16 Vocabulary ................................................................................................................................ 17 Effective Instructions ................................................................................................................ 18 Scaffolding ................................................................................................................................ 19 Teaching Strategies and Assessment......................................................................................... 20 Communication ......................................................................................................................... 21 Total Physical Response (TPR)................................................................................................. 22 Research Methodology.................................................................................................................. 23 Recordings of my post lesson plan section ............................................................................... 23 Attitudinal Surveys and Questionnaires .................................................................................. 23 Journal ....................................................................................................................................... 24 2.

(3) Strategies to deliver effective instructions. B. Benavides. 2015. Procedures for Data Collection .................................................................................................... 25 Intervention ................................................................................................................................... 26 Action words flashcards ............................................................................................................ 26 Simon Says ................................................................................................................................ 27 Miming Pictionary Game .......................................................................................................... 28 Data Analysis ................................................................................................................................ 29 Attitudinal Surveys and Questionnaires .................................................................................... 29 Action words flashcards set....................................................................................................... 34 Recordings of my post lesson plan section. (Appendix B) ....................................................... 39 Reflection and Analysis of Intervention ........................................................................................ 42 Conclusion and Implications ........................................................................................................ 45 References ..................................................................................................................................... 48 Appendix A- Gantt Chart .............................................................................................................. 50 Appendix B- Audio Recording ...................................................................................................... 51 Appendix C -First questionnaire examples ................................................................................... 55 Appendix D- Action words flashcards set ..................................................................................... 64 Appendix E- Second questionnaire example ................................................................................. 65 Appendix F – Groups Instruction Methods Intervention .............................................................. 70. 3.

(4) Strategies to deliver effective instructions. B. Benavides. 2015. Group N°1 “I showed students the picture that represents the action” + “I put the word in context by telling them a sentence”........................................................................................... 70 Group N°2 “I spell the word to students and they repeat it” + “I show students how the word is written” ...................................................................................................................................... 71 Group N° 3 “I mime the action word + “ I make students to mime the action by themselves” 72. 4.

(5) Strategies to deliver effective instructions. B. Benavides. 2015. Abstract. This action research project is about implementing different teaching strategies to deliver effective instructions to my 3rd grade students in the post section of the class. To begin with, I started collecting data from the school, and after analyzing my students and teaching practicum I was able to found the problem and to come up with the research question: “Which teaching strategies can I implement with my third grade students of Colegio Los Ceibos in order to deliver effective teaching instructions in my post activities? After the research question I looked for authors and concepts that will be helpful to answer my AR question. Later, I searched for instruments that will be useful for me to analyze the AR project. Finally I planned my action plan that I was going to follow in order to put into practice the intervention I create to deliver effective instructions to my students. Keywords: Effective instructions, teaching strategies, activities, lesson plan, listening comprehension.. Este proyecto de investigación de acción es sobre la implementación de diferentes estrategias de enseñanza para entregar instrucciones eficaces a mis estudiantes de 3ero básico en la sección de post de mi clase. Primeramente, empecé a recoger datos del colegio y después de analizar el curso y mi desempeño, pude encontrar el problema y concretar mi pregunta de investigación: "¿Que estrategias de enseñanza puedo implementar con mis estudiantes de 3ero básico del 5.

(6) Strategies to deliver effective instructions. B. Benavides. 2015. Colegio Los Ceibos para proporcionarles instrucciones eficaces en las actividades de mi post?” Después de la pregunta de investigación busqué autores y conceptos que serán útiles para responder a mi pregunta de AR. Luego, busqué los instrumentos que serán útiles para poder analizar el proyecto de AR. Finalmente planifiqué mi plan de acción que iba a seguir para poner en práctica la intervención que se crea para proporcionar instrucciones eficaces a mis alumnos.. Palabras claves: Instrucciones efectivas, técnicas de enseñanza, actividades, planificaciones, comprensión auditiva.. 6.

(7) Strategies to deliver effective instructions. B. Benavides. 2015. Introduction. Schooling is one of the most important episodes in our lives. It is inside the classroom where you are able to discover and test your own abilities, since it provides you through the curriculum all the knowledge that will help you become a professional. As a student, you have to be able to go through different challenges that at the end will shape the way you think, your opinions and preferences. For example, what you want to be when you grow up, if you are keen for arts, or literature, or science or math, etc. In Chile, we have different types of schools, such as private, and subsided. Each one of them is dissimilar in terms of the profile of good citizen they want to form during the years. Although they have almost the same program provided by the Ministry of Education, (Language, History, Math, Science, Music and Arts) it is in the English subject where they vary the most. As an example, public and subsidize schools start English later than private schools. Nowadays English is seen as one of the most powerful yet basic tools for life and academic success. According to Ann Matear (2008), the Chilean government sees English as the tool for cultural, economic and political success in relation to the different professional areas, and what it can give us is status and access to the world. At the end, English as a tool will provide a higher level of success; the more English we acquire, the more success we will have in our chosen field. According to my personal experience, I was able to observe these differences between private and public schools. In my previous practicum I had the chance to witness how English can open student’s minds and opinions. 7.

(8) Strategies to deliver effective instructions. B. Benavides. 2015. During these past few months I have been sharing and learning in an educational community named “Colegio Los Ceibos”. The beginning was similar to a reunion where you have not seen your friends for about 2 years, since I had already been there due to a previous practicum, and returning made me feel delighted and see my previous students already grown up was a positive surprise. I felt comfortable to start this final chapter of my studies surrounded by them. In the end, it is that sense of community that will help increase my confidence to carry out this Action Research Project. This time I will be working with my third grade students, guiding them through this semester and be able to find out the most suitable way to improve my teaching practice and their English skills, as well as increase their confidence inside the classroom. After all, this is the scenario that is going to be tremendously helpful for my practicum and the profile that I want to aim at as a teacher. I intend to test what fits best for their reality and what simply does not through a variety of activities and different routines. A profile that has relation with the way I plan my classes upon the base of rapport, because, according to what I have experienced, rapport is the most important ability for a teacher. I can tell this because of a personal experience I had last year, in where one of my third grade students of Saint George's School gave me one of the most beautiful and honest letter I have ever read, telling me how important was the connection we made through the semester. 8.

(9) Strategies to deliver effective instructions. B. Benavides. 2015. Context: The Community. Colegio Los Ceibos is a private Catholic co- educational school located in Talagante. It has only one class per level which makes it a small to medium size school. The number of students per class varies from fourteen to twenty two. They call themselves a community since their symbol is a Ceibo tree and the metaphor of the tree has a lot to do with how the school worries and cares about their students. “En todo amar y servir”. Colegio Los Ceibos is characterized by this stamp on the community. There are several students who attend to the school because of their principles. It is a “bullying free” zone. Self-care and self-confident are key concepts for the base of their education, and family is considered as the main educational origin.. From Monday to Friday classes start at 8:10 and the first half hour is devoted to pray. Every day except on Fridays, students finish their classes at 4:00, except on Fridays as they leave the school at 13:00. English classes are implemented from Pre-K to twelfth grade, dividing the students in two levels, basic and intermediate from eighth grade on. Colegio Los Ceibos has different workshops academies related to sports and arts that are held depending on the day, from 4:10 until 5:10. For example, Karate, volleyball, Zumba, chorus and football, to name a few.. 9.

(10) Strategies to deliver effective instructions. B. Benavides. 2015. Context: Third Grade. This Action Research is going to be focused on the third grade class. This course has nineteen students, eleven girls and eight boys, aged between eight and nine. English classes are on Mondays from 111:35 to 12:10, and then we go to lunch and continue from 13:00 until 14:30. On Tuesday we only have one block from 09:55 up to 10:40. The seating arrangement varies depending on the week, their home teacher is always switching them to avoid disciplinary and concentration problems. Colegio Los Ceibos has no English department; the organization of the content and the correct development of the skills are inexistent. They do not plan each class since they follow the book order daily. One positive aspect that I can identify is related to the disposition that students have towards learning when it comes to English. They may not understand everything but eventually they want to learn more and improve. According to my classes observations most of the time, during their English lessons students are likely to participate, always motivated to try new things and do different activities. Just to have into consideration, they have few vocabulary knowledge, listening, and reading, speaking and writing skills. As a consequence of the lack of continuity of the school English program due to 10.

(11) Strategies to deliver effective instructions. B. Benavides. 2015. the inexistence of it, as I previously mentioned. “My guide teacher, Katherine doesn't plan her classes, she just follow the book units. She also takes the teacher resource pack of the book and print the tests that are already created. This situation makes me feel uncomfortable because I believe that she is not taking her students’ needs into consideration when doing the class.” (Journal entry #1). 11.

(12) Strategies to deliver effective instructions. B. Benavides. 2015. The Problem. When I first went into the classroom, students were excited about what was going to happen in terms of having a new English teacher. The relationship among us was good. After a few weeks I had the sensation that they liked my classes and were very motivated. In order to make them feel more connected and committed to the class I decided to create the “helpers” section. Since day one I explained to them that it is always good to have helpers, because if we all help it will make the class more fluent. Cleaning, supplies and posters were the main jobs. Our classroom atmosphere was doing well so far. During the following days and as the classes were gaining weight in content and activities, I realized that I was not having their full attention. Communication was not fluent and I was having troubles explaining to them some basic concepts that at that age and according to the book they use at school should have already known. They did seem anxious at first, so most of the time they did not pay full attention to my instructions, thus every time they asked me “Miss Berni, ¿Qué es lo que teníamos que hacer?” (Journal Entry # 2) I started monitoring the class, checking their work and after I explained to them with more details what the objective of the activity and the instructions were and after losing important minutes of the class doing so, they finally did well.. 12.

(13) Strategies to deliver effective instructions. B. Benavides. 2015. Later I realized that I was talking too much in Spanish and the classes were becoming translated English lessons. I was giving an instruction or explaining an activity first in English and then quickly in Spanish. They did not know the days of the week, or the seasons of the year, even the months of the year and cardinal and ordinal numbers were not part of their repertoire. According to what I can observe students do not understand my instruction when I talk to them in English. The instructions are not working as I expect to. All of the above made me think of my Action Research Question, and I came up with the following: “Which teaching strategies can I implement with my third grade students of Colegio Los Ceibos in order to deliver effective teaching instructions in my post activities? Since they need to know what I am talking about during the class but most importantly for me is that they comprehend the instructions when the production part of the class arrives. Therefore I want to be able to communicate in a more efficient way what students have to do, as well as I have to avoid translation and in that way help them to get used to the language, gaining confidence and improving their English skills step by step.. 13.

(14) Strategies to deliver effective instructions. B. Benavides. 2015. Rationale. In order to solve my Action Research question I will follow specific steps to learn how to give short, clear effective instructions for my post activities; I want to give effective instructions for their level so in that way increase their comprehension of each one of them during the practice and production of my class. Considering the prior question, the main reasons for undertaking this project have a direct link with the way I deliver the post instructions to my students. I attempt to raise the communication channel among us as it is one of the basic steps for students to comprehend what I am saying. My main purpose with this Action Research project is to have the chance to become a better teacher as I help myself and my classes solve the problems we face daily. I want to deliver a meaningful class according to their needs, therefore to organize my lesson plans in a way that everything is properly connected, thus at the time when the post section of the class starts, they can link everything we previously went through with my instructions. Through the use of different techniques such as Total physical response (hereafter TPR), miming, and specific sound-word activities I plan to develop my research and collect the data I need to do this investigation. I plan to stop doing translation because if I do not, the quality of my classes will not be appropriate, and therefore, the students’ instructions delivery will be affected in a negative way.. 14.

(15) Strategies to deliver effective instructions. B. Benavides. 2015. The impact that this AR project can have is directly associated with the way third grade class can relate and communicate in English. My English classes will not be meaningful if I do not deliver effective instructions, moreover in the post section when the students have to practice and produce in order to connect all the previous steps. If they do not understand what I am saying, they are going to get frustrated with no chance of doing the activity successfully. According to what I observed, this feeling is caused by the excess use of Spanish inside the classroom. Students may understand the instructions if given in a different way, but according to what I observed the teacher do not pay enough attention to their needs. On the other hand, in terms of professional goals, I would like to keep on improving students EFL learning. Teaching Young Learners (hereafter TEYL) is an unexplored educational field here in Chile and I personally believe that many of the issues that affect young learners have direct relationship with the absence of teaching techniques that children need to get along with the subject. Patience is one of the most important aspects to bear in mind when entering a classroom. Being able to balance and support our students’ demands is highly important when learning a new task. This is what I as a professional English teacher aim for through appropriate task support and demands balance.. ...“we can apply what cognitive scientists call the “Goldilocks principle”: a task that is going to help the learner learn more language is one that is demanding but not too demanding, that provides support but not too much support. The difference between demands and support creates the space for growths and produces opportunities for learning” (Cameron, 2010). 15.

(16) Strategies to deliver effective instructions. B. Benavides. 2015. If I get the chance to go step by step with them, scaffolding their learning process, and including meaningful activities, I believe I can make some progress inside the classroom.. Literature Review. When learning a second language, it is important to consider the different stages that students go through during the acquisition of the language. Teaching vocabulary is considered a priority step in the initial stages of learning a foreign language. If I want to achieve a good communication channel among us, I have to accomplish the main goal, by the use of different teaching strategies that can help me guide them through the development and practice of the post activities by using effective and explicit instructions. According to Anita Archer (2011), “explicit instructions are a structured, systematic, and effective methodology for teaching academic skills. It is characterized by a series of supports or scaffolds whereby students are guided through the learning process with clear statements about the purpose for learning new skills.”(1) By the appropriate use of them select the most suitable ones according to their context. It is important to mention that the development of this action plan takes a lot of time, perseverance and repetition, and if I want to give my students effective teaching instructions in my post activities, I will need to consider different teaching in-class directions and proper communication. 16.

(17) Strategies to deliver effective instructions. B. Benavides. 2015. channels. These concepts will lead and help my project to work, and the ideas will try to benefit my students to take their first steps into English communication.. Vocabulary. During my period of observation I was able to detect the lack of vocabulary students had when it came to English classes at the moment of speaking, reading comprehension, listening. As I mentioned before, Colegio Los Ceibos has never had an English department. This problem affects directly to the students, since they do not plan the classes or set clear objectives to students. Every English class is made entirely in Spanish and students are not able to learn properly. The teacher does a lot of translation and there is no moment for them to interact. The main vocabulary of the unit from the book or the activity was not important. As a consequence, words, sentences and instructions became weightless to them as they do not have any connection to real life. According to Richards and Renandya (2002) “…Vocabulary is a core component of language proficiency and provides much of the basis for how well learners speak, listen, read and write. Without an extensive vocabulary and strategies for acquiring new vocabulary, learners often achieve less than their potential and maybe discouraged from making use of language opportunities around them…”(255) The lack of strategies to infer words from the context does not help learners to retain the meaning of the words. I do expect that my students can recognize and identify in the correct time of the class the instructions that I am going to provide them, so at the end they can follow up the activities and complete them correctly. It is important that my third grade students realize that words are 17.

(18) Strategies to deliver effective instructions. B. Benavides. 2015. powerful communicative tools for them inside the classroom. Through the use of incidental learning, I want to provide them broader opportunities to read and hear short stories that are easily understandable for the class. By the use of concrete, effective yet simple instructions, I pretend that students know and understand the words that will be guiding the activities inside the classroom in order to improve the effectivity of those instructions with the use of those words. Finally, use independent strategy development in order to let them practice their abilities in a more autonomous way that implies guessing from context or creating their own project related to the class.. Effective Instructions. I choose to use effective instructions during the entire class, but I plan to focus my research on the effectiveness and impact that this type of instructions might have in the post section of my class. I attempt to increase their confidence through efficient yet clear instructions for them, thus they can easily understand them and apply them in the production part of the class therefore they can slowly build confidence in themselves and in that way improve their English as a foreign language development and progress. Furthermore I need to guide them through the process of getting used to the new instructions with clear statements as results they can learn and internalize the process of instruct them efficiently in their post activities. To achieve a correct effective development of instructions I will implement several elements in my classes. Likewise a series of steps that are going to 18.

(19) Strategies to deliver effective instructions. B. Benavides. 2015. convert my post instructions into effective ones. Moreover, when giving clear and effective instructions I obtain a handful of benefits, according to Martha Epperson, students benefit with clear and effective instructions; they are less likely to misbehave, they feel self-sufficient ad confident/proud that they understood something in English. (Epperson, 2011.). Scaffolding. Additionally by providing my students the correct scaffolding in their process I can aim for better results and increase their in-class development. I must scaffold their process, because according to Delmastro “Scaffolding is a provisional structure provided by a teacher to support learners during construction of new knowledge. Once students are able to work on their own, structure is withdrawn”. (Delmastro, 2010) So in this way I guarantee myself that they will have a guide in this new English period that they do not know anything about, while it causes them a lot of anxiety it is my job to help them by delivering instructions according their evolution. As I want my third graders to progress in effective instructions comprehension is exceedingly requested that I give them support throughout their evolution.. 19.

(20) Strategies to deliver effective instructions. B. Benavides. 2015. Teaching Strategies and Assessment. From what I was able to observe, there are no specific teaching strategies that work with all classes. Each classroom is a complete different world and it depends on a variety of factors what teaching strategies work the best. The amount of students inside the classroom, their level of English, how well or bad they behave, if they can work in groups, if there is any students with special needs, etc. One of the first things that I was able to do was to establish different teaching strategies according to their characteristics. It was not easy, but at the end I was able to come up with interesting activities that students preferred and were comfortable with throughout the lesson. The first modification I did was related to routines. Since students had no routines in English classes it was necessary to create them. The “ Date and Weather” board was appropriate to the class because they did not know the days of the week, differences between ordinal and cardinal numbers, the months of the year, the season, and the weather and its characteristics. I included all these vocabulary words and put them all in this section, so every time we have classes they know that we are going to start by telling what the date is and what the weather is like. I also modified the way students are going to be assessed. By the use of different activities that have no relation with writing tests. I had the opportunity to do this because I only have 19 students inside my classroom and we can create different types of assessment since it is a small group and according to my experience, it is easier to work with smaller groups. 20.

(21) Strategies to deliver effective instructions. B. Benavides. 2015. According to Brown (2007) a test is a method of measuring a person's ability or knowledge in a given field. Assessment, on the other hand, is an ongoing process that encompasses a much wider domain. I want my students to feel free inside the classroom. They need to know that working and assessing through interaction is possible. By interacting, they are able to speak, read, write, listen and combine them at the moment of answering. Moreover, by having different types of tasks I can include a variety of different instructions in the post section of my classes and therefore explore their abilities and further needs. I can observe my students more interested in their tasks and not restricted to give me just one correct answer on a piece of paper.. Communication. According to the definition of this noun, communication means the “imparting or interchange of thoughts, opinions, or information by speech, writing, or signs”. This is what I aim for with my students. I want to make them understand clear and concise instructions when doing post activities using our own communication tools so in order to deliver a message it is important to create an effective communication channel among us.. 21.

(22) Strategies to deliver effective instructions. B. Benavides. 2015. Total Physical Response (TPR). In order to avoid translation or excessive use of Spanish, I decided to increase our communication by using TPR and miming. These two very helpful elements to use inside the classroom will serve as partners for delivering my effective instructions. According to what John Asher suggests, I want to use TPR so I can interact with my students through the target language, by doing so I instantly activate my students’ primary visual perception. What is more, by the development of TPR activities I also activate their secondary visual perception when I show them different images or drawings in the white board while I give them the instructions. This mechanism implies that if I use TPR as an effective tool for instruction, it might result in a longterm retention of the instructions for my class, as Asher suggests “memory is increased if it is stimulated, or “traced” through association with motor activity” (Asher, 1977) by doing so immediately I make my students feel comfortable enough to venture immediate response to my instructions, later on they can easily understand them, evolving and making progress along the lessons.. 22.

(23) Strategies to deliver effective instructions. B. Benavides. 2015. Research Methodology. To execute my action research project, I am going to implement and establish diverse data collection methods in order to support my research. The following arrangements of collecting information will be methodical and each one will enclose the minimum period of time they will be applied in the development of the project. Each data collection method will be attached in the appendix section of this research.. Recordings of my post lesson plan section Materials needed: audio recording device. Transcription sheet. Minimum implementation: two classes. Justification: By recording my post part of my lessons I am going to be able to find out what are the best instructions techniques I implement in my classes. Also discover what the most suitable instructions for the class are and examine whereas they are effective or not.. Attitudinal Surveys and Questionnaires Materials needed: surveys and questionnaires sheet. Minimum implementation: Two classes. 23.

(24) Strategies to deliver effective instructions. B. Benavides. 2015. Justification: The implementation of surveys/ questionnaires will help me discover my students’ opinions and beliefs about the development of the effective instructions implementation inside the class and their evolution.. Journal Materials needed: Journal notebook Minimum Implementation: two entries Justification: It is important for me to observe my personal reflections about my teaching practice and my strategies implementation. It is essential to monitor my own process through this instrument in order to discover all the relevant features of the development of my Action Research project. “They are extremely useful though as a way of capturing significant reflections and events in an ongoing way.” (Burns, 2010) “It allows you to record the events and happenings in your location, your reflections, your ideas and insights about your practice, and your personal histories as a teacher researcher.” (Burns, 2010). 24.

(25) Strategies to deliver effective instructions. B. Benavides. 2015. Procedures for Data Collection. To begin with, I firstly started to write my journal as a way of collecting my personal interpretation and concerns of the students and the lessons. I mainly wrote about the reasons why we were not improving in English and why translation was always the best way to solve the problems we had to establish a more complete and effective instructions delivery. I decided to take notes every week since the first day of classes as a way to have a source to check and observe progress or any problem that arise. From the first day until nowadays I am able to observe a big progress in my students in the disposition they had at first and the changes so far. To continue with, I investigate what other data collection was going to fit best for my reality. Particularly I chose to work with questionnaires since they are a good way to investigate my class concerns on specific information needed, in this case, effective instructions. Even though it is a third grade class I did simple and straightforward questions so to not get them confused or lost. Consequently, I applied surveys #1 and # 2 according to my needs and the period of intervention. The purpose of survey #1 was to check their comprehension of the explanation of two different instructions without using any of the techniques that I planned, as a way to analyze their level of understanding. Whereas the second survey I applied, was totally related to instructions and what. 25.

(26) Strategies to deliver effective instructions. B. Benavides. 2015. were the results obtained while I apply the modifications I did to deliver effective instructions to my students.. Intervention. Since my 3rd grade students’ main issue when developing the activities in class involves their lack of instruction comprehension I decided to concentrate my intervention on delivering effective instructions in the post section of my class and developing several techniques to improve their ability. I mainly focused my intervention on teaching them different instructions related to the activities of the class using action words flashcards, TPR instructions through “Simon says” and miming “Pictionary” games.. Action words flashcards. When doing the class the problems were not linked to their lack of motivation or level of English, since 3rd grade was always a very participative and enthusiastic class even though they did not understand a lot. It rather had relation with the ability to recognize an instruction completely in English and avoiding as much as possible translating them. When first detect the problem (Beginning of September) I decided to modify certain aspects of the class in order to try to overcome our difficulties instead of keeping it. For this reason is that I decided to focus on how to deliver effective instructions in the post section of the class in order to improve their comprehension. To do so, I establish certain rules that will help us progress in this project. I 26.

(27) Strategies to deliver effective instructions. B. Benavides. 2015. selected a variety of action words flashcards that contained a picture showing the action and how to write it; on the other side of the flashcard it had a sentence that aimed to show an appropriate context on how to use the word. By focusing on the development of visual and special comprehension I want my students to recognize the different associations among images and meanings. According to Penny Ur (2007) “The most obvious type of visual material for children is the picture; and the more clearly visible, striking and colorful the better” I first selected 6 different methods to teach them the action words. Then I divided the class into groups and I decided to apply two methods to each group and analyze the results obtained. Each time students did not comprehend a word they had to register the results on a worksheet that had the list of the words and the blank spaces to paint them each misunderstanding. The purpose of this activity was to find out which set of method was more efficient and effective for the class. Since I want to deliver effective instructions during my post section I needed to introduce frequent yet simple instructions for them to dominate so in that way students were able to develop the activities without using translation to understand them.. Simon Says. As a way to develop their comprehension through motor skills I selected this game to teach them instructions and assess their comprehension by playing. I am fully aware that my students have diverse learning scopes and I try to reach a variety of them by using different sequences of games that comprehend the majority of them. In this case I aimed to work with their abilities to. 27.

(28) Strategies to deliver effective instructions. B. Benavides. 2015. coordinate eye and body and to develop their physical agility and concentration. For this game the rules were as followed: I first tell the class to stand up and pay attention to what I am going to ask. Then I tell them Simon Says… Cut a paper, write your name, stop dancing, sing a song, etc. If I tell them any instructions without the previous phrase Simon Says, they are automatically disqualified and they must sit down. The game last about 10 minutes and is mainly done as an ice breaker before starting with the post part of the class.. Miming Pictionary Game. This second game I used was alternated with the Simon Says game as an ice breaker for the class before starting the post section of the class. The main purpose of this game was to increase their reading comprehension. Students had to choose one action word flashcard, read it and draw a picture that describes the word selected. Each student had 1 minute to draw and after the drawing was complete the class guess what the word was.. 28.

(29) Strategies to deliver effective instructions. B. Benavides. 2015. Data Analysis. The interventions I created were designed and applied to the third grade class where I am doing my Action Research project. It is important to highlight that there are 19 students and the level of English of the class is beginner. Consequently the majority of the data was done and collected in Spanish in order to have their full understanding of the questions. The data that is in English was collected with previous explanation of each point. Each one of the data I used from the surveys and the way I modified my lessons planning helped me discover how far I had to proceed with my students in order to accomplish my purposes and detect any progress or not at all. The instruments used were meticulously chosen as I wanted to collect significant information for my research question. The following analysis of each one of the data was done separately in order to have a better picture and details on why I select them.. Attitudinal Surveys and Questionnaires I made two questionnaires to my students to know specific information about how they felt inside the classroom. The first questionnaire was made on October 5th, 2015. (Appendix C). 29.

(30) Strategies to deliver effective instructions. Name: ______________________________. B. Benavides. 2015. Date: ________________. Responde con sinceridad las siguientes preguntas: 1. ¿Estaban claras las instrucciones para las actividades N° 10 y N° 11 del pupils book? a) Si, fueron claras y no tuve que preguntar de nuevo qué hacer b) No, no entendí y tuve que preguntar varias veces. 2. ¿Cuáles fueron las que me costaron más trabajo entender N°10 o N°11? a) N°10 b) N°11 3. ¿Me siento más seguro cuando entiendo lo que tengo que hacer en las actividades? a) si porque puedo entender mejor la clase. b) no, entender lo que tengo que hacer no me ayuda a sentirme más seguro.. Question number one has relation with two exercises that are related to the unit “My body and me” and exercise N° 10 from page 36 is about making dialogues using previous given sentences frame on how to create them. This section gives them the vocabulary and the sentences divided by start, middle and final part of each sentence to form the dialogues. They pick one start word, then one middle word and finally the last part of the sentence words.. 30.

(31) Strategies to deliver effective instructions. B. Benavides. 2015. 1. ¿Estaban claras las instrucciones para las actividades N°10 y N°11 del pupils book? Si fueron claras y no tuve que preguntar de nuevo que hacer. No, no supe que hacer y tuve que preguntar varias veces.. 21% 79%. This first question gave me the answer expected, since my students were waiting for my translation during the entire explanation of my instructions, they majority of the group did not comprehend what they had to do.. Question number 2 is linked to exercise N ° 11 from page 37 of the book and it is related to the creation of a poem using the different parts of the face to produce it. They have to select if they will talk about a girl or a boy and just look at the example to build it up.. 31.

(32) Strategies to deliver effective instructions. B. Benavides. 2015. 2. ¿Cuál fué la que me costó más trabajo entender, N° 10 ó N°11? N° 10. N° 11. 32% 68%. The obtained results from this second question had relation to the way students are used to precede during the development of each activity. I believe that in this case students had more difficulties with questions N° 11 because it was an exercise that had not previous frame work on how to create the poem. In this case question N° 11 was more difficult to develop.. 32.

(33) Strategies to deliver effective instructions. B. Benavides. 2015. 3. ¿Me siento más seguro cuando entiendo lo que tengo que hacer en las actividades? Si, porque puedo entender mejor la clase No, entender lo que tengo que hacer no me ayuda a sentirme mas seguro. 0%. 100%. This final question demonstrates me their disposition to learn and actively participate in English classes, since in order to do so, they need to feel secure. It makes them feel better and not exposed to failing. I selected these two specific activities because I wanted to see if my students were able to understand two different yet complicated instructions since in the first exercise the guidance was clearer than in the second one.. 33.

(34) Strategies to deliver effective instructions. B. Benavides. 2015. Questionnaire number one was done without any intervention for delivering effective instructions. We just read the directions for completing the assignment and I even used Spanish. This first questionnaire helped me to discover the weak points and strong points of the students.. Action words flashcards set This set of action words flashcards (Appendix D) that I chose to work on with my students inside the classroom has direct relation with the amount of time these words appeared in the pupils’ book throughout the units. In other words, the main reason I selected this set of action words to deliver effective instructions has to do with the in-class usage of each one of them. To achieve the expected results I taught them the words following a series of stages as a way to encompass a variety of approaches. First of all, I focused my instructions on specific moments of the class so in that way students could get different vocabulary terms, specific concepts and rules. Secondly, I sequence them reasonably considering the variables the class may have had. I contemplate the differences students had between each other in terms of level of comprehension and taught them the set of words dividing the class into 3 groups randomly arranged and selecting the criteria pairing them diversely. After I did this with all of the groups I taught them easier instructions and then, slowly increased the level of difficulty.. 34.

(35) Strategies to deliver effective instructions. B. Benavides. 2015. Action word teaching strategies: I show. I put the. I spell the. I show. I mime the. I make. students the word in. word for. students. action. students to. picture that. context by. students. how the. word.. mime the. represents. telling. and they. word is. action by. the action.. them a. repeat it.. written.. themselves.. Group 2. Group 2. sentence. Group 1. Group 1. Group 3. Group 3. 35.

(36) Number of Ss that did not understand the meaning of the Word, according to each group. Strategies to deliver effective instructions. B. Benavides. 2015. Number of times words were not comprehended by Ss divided by group and words 7 6 5 4 3. Group 1. 2. Group 2. 1. Group 3. 0. From this graphic I can have do the following analysis: The word “follow” was difficult to taught showing them pictures and putting the word into context by telling them a sentence, it was also complicated to explain it through spelling and then by showing them how it was written. On the other hand, when I used miming and right after they did miming too, the word was totally comprehended by the group. The word “pick” was understandable when I explained it by using pictures and context sentences. It had more comprehension problems when I mime it and few students did not understand it when I spelled it. 36.

(37) Strategies to deliver effective instructions. B. Benavides. 2015. To continue with, the word “sit” was comprehended by both groups 1 and 3 consecutively, but I had some misunderstandings when I spell it and showed them how it was written on group 2. Finally I would like to highlight the results obtained with the word “tell” since it reached the highest point of misunderstanding when I spell it and then showed them how it was written. On the contrary it was fully comprehensible for those students that were participating of action show and sentence example and miming activities.. Number of time words were not comprehended by Ss, divided by group. 40 35 30 25 20 15 10 5 0 Group 1. Group 2. Group 3. 37.

(38) Strategies to deliver effective instructions. B. Benavides. 2015. I think that I got the previous results because methods used with group number two were not highly efficient for my students. Maybe I did not separate the groups correctly. When I explained the action words using the methods related to showing them pictures that represented the action and later including the word on a sentence, I feel that I took more time to do the explanations in relation to the other two groups and maybe because of that reason they understood better. There were actions words that were complicated to explain with more than one method and others that were too easy independently of the methods used. Classroom atmosphere could also be a factor that affected the last words on the list. Students sometimes were very anxious and this may be affected my results. Miming was a good method to explain the meaning of the words because the group was having a lot of fun and wanted to participate and play. T: With the information that you have on your paper, you have to write a poster about healthy and unhealthy habits. (…) here you have a model I did for you to follow. (¿?) Now is time to start. If you have any questions I am going to be helping you. Just raise your hand (…). After I did this intervention I was able to work with my students and tell them instructions only in English. When an action word appeared on any instructions I was able to choose out of the 6 different methods I used and tell them what the meaning of it was. 38.

(39) Strategies to deliver effective instructions. B. Benavides. 2015. Recordings of my post lesson plan section. (Appendix B). In order to see whereas my instructions were effective or not according to the objective of the class and the post section of the lesson, I needed to record my class as a way to discover the effectiveness of my instructions adjustments. This recording is the data that has the first changes input I did to my classes. To obtain the results of my post lesson plan part of the class I followed a series of steps that took me to the obtained results. Then I modified my lesson plans; I designed focused lessons in order to make optimal use of instructional time and provide them step-by-step demonstrations through modeling, TPR and miming so students could comprehend the instructions from a variety of viewpoints. According to Anne Burns, “recording the situation has the advantage of capturing oral interactions exactly as they were said” (Burns, 2010). The second questionnaire was made on October 27th, 2015. It was done completely in English on purpose. My intention was to check their reading comprehension as well. Moreover I previously clarify and check the questions with the class. It was connected to the set of instructions related to action words flashcards that I chose to work on with the students inside the classroom and the number of times they had questions after I did the explanation of each one of them. In addition I give each student a sheet that contains 20 rows representing each one of the action words flashcards followed by 6 empty rectangles that they will color each time they ask 39.

(40) Strategies to deliver effective instructions. B. Benavides. 2015. me any doubts they might have after I do the complete explanation of the instructions explicitly. The activity I planned was directly related to the modifications I wanted to follow as a way to obtain effective comprehension of the instructions. I select this specific set of action words because they were the ones we used the most. Through clear and precise images and example sentences on how the instructions is used I attempted to improve our communication channel.. Name: ______________________________. Date: ________________________. 1. Answer the following questions sincerely including the total number of times you color a rectangle. Do these set of action word cards helped me to understand better the instructions? a) No, because they are not clear enough for me. b) Yes, because the image and the examples provided were very clear.. c) Not interested enough to pay attention. How many rectangles I paint?. ____________________________________________. 40.

(41) Strategies to deliver effective instructions. B. Benavides. 2015. Do these set of action words cards helped me to understand better the instructions? 0%. 5% No, becaus they are not clear enough for me Yes, because the image and the examples provided were very clear. 95%. Not interested enough to pay attention. According to the results obtained in this questionnaire I can say that the majority of the class agreed that the intervention was helpful for them. The percentage that did not agree on obtaining good results with the intervention is because when I apply it there was one student that did not come to school that day, so he was not able to participate. There were not students that told me that there was not enough interest on the task to pay attention.. 41.

(42) Strategies to deliver effective instructions. B. Benavides. 2015. Reflection and Analysis of Intervention. The results of the implemented interventions were fundamental and very important at the moment of analyzing if students were able to comprehend specific tasks in the post section of the class when given efficient and effective instructions. By analyzing the audio recording I did on one of my classes, I was able to identify the problems that my class and I were having in terms of communication. I was no delivering effective and efficient instructions to my students; moreover the complexity of my instructions was causing problems, as I was not simplifying them in order to make them more comprehensible for the class. I personally believe that at first this problem arises as a consequence of being scared of not giving clear enough instructions. I tent to over expose them to English with not using an adequate transition. When I realized the origin of the problem thanks to the recordings; I modified them and added different, adequate techniques that fit the class more appropriately. By observing the previous surveys and questionnaires I can say that students did not have the chance to improve their English skills since the class was done mostly in Spanish. Hence there were not efficient periods to develop their comprehension of the tasks. Students were used to use English but only if translated right after the teacher stop talking. In particular, the teacher preferred translation in order to avoid students constant asking during the development of the activities. Moreover the first question done in survey N°1 gave me the answers that I was 42.

(43) Strategies to deliver effective instructions. B. Benavides. 2015. looking for at the time of giving instructions in English with no previous preparation- by preparation I mean the previous teaching of the action words and adaptation of the way I deliver instructions- .In most cases students did not understand what they had to do at the moment of work on the specific activity and because of this reason I can affirm that efficient and effective instructions were highly necessary for this class. The third question I did on this survey highlights the importance of comprehension of the tasks and the relationship with the way that not only it affects students’ self-confidence but also motivation at the moment of doing an activity. When students first read the question their reaction was relaxed and honest, since they immediately wrote the answer that fit their reality. This answer helped me guide my Action Research project as I want to help my class to develop group trust and self-confidence inside my class through the progress of effective instructions comprehension. The third and fourth element I used with my class showed the progress I accomplish with them. First of all the set of action words flashcard I taught them during two consecutive months gave me the opening of doing the last questionnaire completely in English. At first I was very insecure of the results of my interventions, but at the end students respond in a very positive way. By the use of the set of action words flashcards, I believe that my class was more fun for them. Even though their level was beginner and some students had a lot of trouble at first, the complement of the words with pictures and sentences helped them even more. Sometimes the flashcards had a modification and instead of reading and observing at the pictures, we used TPR to demonstrate the actions. Each time we finished an action words flashcard activity, they had to deliver the paper with the amount of times they paint the rectangles. These rectangles represented the amount of time it took them to understand the explanation of the action word. When switching 43.

(44) Strategies to deliver effective instructions. B. Benavides. 2015. the focus to the development of the book activities, there were also occasions that required TPR input too. I was able to observe their progress and I realized how important these activities were to enhance their comprehension of instructions effectively. Overall, I want to highlight the importance of delivering short but efficient and effective instructions inside the classroom. It took me some time to realize that by simplifying them does not mean that students are not learning enough or my input is inefficient. On the contrary, delivering efficient instructions is a process that increases students’ abilities to comprehend what I am saying. Moreover by adding TPR and miming clear pictures and coherent yet short, but clear sentences the progress of students’ comprehension is bigger since it includes the use of their multiple intelligences abilities. By the analysis of my students’ progress and the results obtained from these interventions I was able to try different tasks, slowly increasing the complexity and the amount of vocabulary necessary for them at the post section of the class. It became clear to me that my students were completely involved with the adjustments on how to deliver the instructions to them during October and November, and I believe that is because of my post planning modifications, materials used, the time that I dedicated to analyzing and looking for their needs inside the classroom and completing it with the literature review that I used to maintain my intervention. To continue with I consider that there is no need to stop delivering post instructions effectively just because it is a process that takes a lot of dedication and time, taking into consideration that my students reaction to it was completely positive. For this reason I can affirm that focusing on improving students’ self-confidence and motivation towards the lesson through efficient and 44.

(45) Strategies to deliver effective instructions. B. Benavides. 2015. comprehensible instructions for them is the key to their progress since if they understand and can connect with the tasks, motivation appears and become a central aspect that contributes to a future successful development learning process of the class.. Conclusion and Implications. Concluding this Action Research, there are many things that I can say about it. First of all I would like to highlight that it was a remarkable opportunity to know myself as a teacher, the way I approach to my students and how effective or inefficient my classes can be. Furthermore the ability that I was able to obtain to detect a variety of situations when I played the role of researcher inside the classroom throughout the year was tremendously important for developing my AR. At first it was difficult to accomplish, since I had to adapt my classes to my practicum teacher style at first she did not comprehend the main reason for undertaking this project. I felt at one point that she was scared of me taking control of her classes. Later on she understood my main point and agreed on letting me take her place with the 3rd grade class. Continuing with my teaching practice, I can say that one of the strongest points of it has direct relation to rapport. Since my first years of university, I have had the conviction that if we as teachers build a good rapport we can accomplish any project successfully. With my 3rd grade it was no exception, because when I detected the problem they knew that I was there because I wanted to help them. I explained step by step what the project was going to be about and I let them participate actively when decisions had to be made. I attempt to motivate them with my project and I also included a variety of instruments that they had free access to. In that way I was 45.

(46) Strategies to deliver effective instructions. B. Benavides. 2015. able to detect different situations with no big difficulties along the semester. Since I was the one that at first was struggling with noticing any break inside the classroom, rapport was the best ally to overcome those difficulties and finally achieve my goals with this AR. Consequently time gave me the competence to face different situations that at the end carved the path that I finally followed. Learning how to discover a problem is not easy, for me it was not since I struggled a lot with distractors that at first did not help me to see the main issue of each situation. Detecting the right scope to follow is also very challenging but at the end I was able to do it correctly. Considering the obtained results of my interventions and the characteristics of my class I think that as a future implication I would like to improve their communicative skills and motivation by including more group or pair work to the lesson. It is necessary to keep on modifying each part of the class as a way to enhance third grade enthusiasm towards English. In addition it is important to highlight that the overuse of the pupils book can easily transform the lesson in a negative way. Under these circumstances I would also like to be able to investigate what would be the impact if I include different activities that have no direct relation with the book in every other lesson. I personally believe that as result the class will be able to refresh and also help to develop students’ different abilities. Since instructions are an area in where they can actively participate now that they are able to comprehend what to do, I particularly feel the necessity to improve these situations. In other words, by adding these simple modifications to the lesson their learning place becomes a challenging environment that will help them develop their abilities from a variety of viewpoints. 46.

(47) Strategies to deliver effective instructions. B. Benavides. 2015. On the other hand, turning into the limitations I faced in doing this AR I can say that time was a problem for me due the fact that I wish I could include more concepts to the post section of the class and also to work them more in depth. In this case the lack of time I faced during this AR project did not give me the opportunity to make more interventions and try even more teaching techniques that could also work for delivering effective and efficient instructions for my class. In other words, I know that it did not affect my investigation, but I would have preferred to try out a wider variety of activities, so in that way be even clearer about how to proceed with the delivery of the instructions. Nevertheless this situation did not affect the final obtained results directly, since I was able to collect important data, and I came up with superior quality viewpoints on effective and efficient instructions delivery in the post section. To conclude, carrying an AR project in such a short period of time affects the process in which we involve students. In my case I wish I could have the opportunity to observe their progress at least for 5 months so in that way be completely sure about it and also have the chance to create and apply several teaching techniques that give my investigation even more support on how to proceed when detecting these situations.. 47.

(48) Strategies to deliver effective instructions. B. Benavides. 2015. References. -. Asher, J. (1977) Learning another language through actions: The complete teacher´s guidebook. Los Gatos, CA: Sky Oaks Productions.. -. Burns, Anne (2009) Doing Action Research in English Language Teaching. ESL and professional series. Routledge, New York & London.. -. businessballs.com (2009). Howard Gardner’s multiple intelligences. http://www.businessballs.com/howardgardnermultipleintelligences.htm Colegio - Los Ceibos. (n.d.). Retrieved October 10, 2015.. -. Delmastro, A. (2008, February 13). EL ANDAMIAJE DOCENTE EN EL DESARROLLO DE LA LECTURA Y LA ESCRITURA EN LENGUA EXTRANJERA.Paradigma, 197-230.. -. Lynne Cameron. (2001). Teaching Languages to Young Learners. United Kingdom: Cambridge University Press.. -. Matear, A. (2008). English language learning and education policy in Chile: can English really open doors for all? Asia Pacific Journal of Education, 28(2), 131-147.. 48.

(49) Strategies to deliver effective instructions -. B. Benavides. 2015. Richards, J., & Renandya, W. (2002). Section III Teaching Vocabulary. In Methodology in Language Teaching an Anthology of Current Practice (2002 ed., p. 255). United States of America: Cambridge University Press.. -. http://dictionary.reference.com/browse/communication.. -. Scrivener, J. (2011). Chapter 15 Tools, techniques, activities. In Learning teaching: The essential guide to English language teaching (3rd ed.). Oxford: Macmillan Education.. -. Ur, P. (2012). Module 20: Younger and older learners. In A course in English language teaching (2nd Ed.). Cambridge: Cambridge University Press.. 49.

(50) Strategies to deliver effective instructions. B. Benavides. 2015. Appendix A- Gantt Chart SEPTEMBE R Weeks. 1 2 3 4. Observation. X. Context Problematize. OCTOBE R. 1 2 3 4. 1 2 3 4. X X. Develop and refine my question. X. Rationale. XX. XX. Literature consultation. X. X. Ask for support. X. XX XX. Data Collection. X. Instruments. X. X. Procedures. X. Permission Collection. XX. Data Analysis Synthetizing and Analyzing the Data. 1 2 3 4. X. Clarifying the Focus. Research Methodology. NOVEMBER. X. X. X XX. 50.

(51) Strategies to deliver effective instructions Reflections and Conclusions. B. Benavides. 2015 X. Potential Improvements. X XX. Final Submission. X. Appendix B- Audio Recording. List of conventions. T: Teacher. Xx (s): unidentified student(s). (…): pause. (¿?): noiseless words. NN: Student name.. (aAudio): After the Audio. (aActivity): After group activity.. T: So, moving on, please go to page 39 of your pupils’ book and look at exercise number 3. (…) We are going to listen to what these girls on the picture are going to tell us and we are going to complete the food chart with that information. NN, how many girls do we have in the picture? NN: four! T: Sure? Xx: Siiii! Cuatro miss. 51.

(52) Strategies to deliver effective instructions. B. Benavides. 2015. T: English please, NN. Ok, so we have four girls in the picture and does anybody knows what are they going to tell us? NN, do you know why we have one happy face and one sad face? NN: ¿porque tenemos que ponerlas para saber si le gusta o no le gusta la comida (…)? Xx: (¿?) Hay que hablar in English NN! T: Very good, English! Yes, we are going to place the happy or the sad face according to what foods they like or dislike. NN, do you think that Rachel is going to like hamburgers? NN: yes! T: NN, Do you think that Isabel is going to dislike fish and chips? NN: no! T: Ok, let´s see, because right after we listen to the audio, we are going to do something similar, so pay attention. Can anybody tell me what are we going to do again? NN: We have to (¿?) (…) put the caritas felices y tristes en los cuadritos para saber si ellas les gustan o no las comidas (¿?) T: Very good NN! (aAudio) T: Good job everybody! Now that we checked the answers it is time for you to find out what foods do you like or doesn’t like. (¿?) Now, I am going to give you a piece of paper. You are going to paste it on your notebook. (…) What are you going to do with this paper? 52.

(53) Strategies to deliver effective instructions. B. Benavides. 2015. Xx: Pegarlo en el notebook! T; Good, yes! You have to paste it on your notebook. (…) (¿?) and then we are going to stand up at the count of 5 and we are going to interview our classmates. NN, do not stand up yet! Listen to the instructions please! (¿?) NN: Es que pense que habia que hacerlo altiro(…) T: Ok, so what is the next step? Xx: Yo se miss! Yo! (¿?) y ahora pararnos y empezar a hacer preguntas(¿?) T: What type of questions? Xx: Esas de las comidas, de las caritas felices (…) para despues saber si aqui a mis compañeros (¿?) o dislike the food (¿?) T: perfect! , good job! (¿?) On the count of 3 you are going to stand up and walk around the class, when I clap you stop, and ask the person you have in front if she/ he likes food. Is it clear? Any doubts? Xx: Yo no entendi, es que se me olvidaron como se hacian(¿?) (…) para preguntar. T: You have to ask (…) what food you like. Then, (…) what food you don’t like? And at the end ask that person about his or her (¿?) favorite food. NN, is it clear now? NN: si miss, ahora si. (aActivity) 53.

(54) Strategies to deliver effective instructions. B. Benavides. 2015. T: Ya, todos a sus puestos por favor! NN, Sit down please, everybody sit down! Thanks! Ok, so the last step, now that you have that information is to create a poster (¿?) (…) In pairs, you are going to write the information you collected and write about healthy and unhealthy habits (¿?) NN: Es que me gusta mucho, perdón. T: Ok, NN, explain what you have to do (…) NN: (…) ya, es que hay que hacer un poster (¿?) después con esa información (…) es que no escuche muy bien (…) T: ve, eso le pasa por estar haciendo otras cosas en vez de poner atención a lo que les estoy explicando, voy a repetir ultima vez, ponga atención ¿está claro? NN: Si miss. Xx: Si miss. T: With the information that you have on your paper, you have to create a poster about healthy and unhealthy habits. (…) here you have a model I did for you to follow. (¿?) Now is time to start. If you have any questions I am going to be helping you. Just raise your hand (…).. 54.

(55) Strategies to deliver effective instructions. B. Benavides. 2015. Appendix C -First questionnaire examples. 55.

(56) Strategies to deliver effective instructions. B. Benavides. 2015. 56.








(64) Strategies to deliver effective instructions. B. Benavides. 2015. Appendix D- Action words flashcards set. 64.

(65) Strategies to deliver effective instructions. B. Benavides. 2015. Appendix E- Second questionnaire example. 65.





(70) Strategies to deliver effective instructions. B. Benavides. 2015. Appendix F – Groups Instruction Methods Intervention. Group N°1 “I showed students the picture that represents the action” + “I put the word in context by telling them a sentence”. 70.

(71) Strategies to deliver effective instructions. B. Benavides. 2015. Group N°2 “I spell the word to students and they repeat it” + “I show students how the word is written”. 71.

(72) Strategies to deliver effective instructions. B. Benavides. 2015. Group N° 3 “I mime the action word + “ I make students to mime the action by themselves”. 72.

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