Inductive learning strategies in the context of grammar-based teaching

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(1)1. Inductive learning strategies in the context of grammar-based teaching Jorge Ibáñez Jiménez1 Abstract In the emergence of communicative approaches to English teaching, the role of grammar has been object of heated discussion among education scholars. The Chilean context is also part of this debate, with ongoing tensions between classroom practices and the recent curricular shifts towards communication. This article discusses the contribution of inductive strategies embedded in the Grammar-Based Teaching approach to these new perspectives, based on the experience with 11th grade from a private school in La Reina, Santiago. Results suggest that these strategies encouraged autonomy, discovery, and contact with real life English. Student engagement and motivation were other factors influenced positively by the methodology proposed. Given the nature of the approach, systematic accounts of the learning process and constant instances of interaction and language use are key factors for the effective integration of the new knowledge into the students’ communication skills. Overall, the experience illustrates the availability of pedagogical and didactic alternatives that aim at the teaching of grammar as a necessary –yet not exclusive- dimension of language. Keywords: EFL, Grammar-based Teaching, inductive learning, guided discovery. The increasing prevalence of approaches that emphasize communication has raised a number of questions on the place of grammar in the curricula. While some scholars claim its centrality in the generation of language --often following Chomsky’s cognitive tradition2- others argue that the formal teaching of grammar does not contribute significantly to students’ communicative competence (Krashen, 1993). In particular, the teaching of English grammar as a central component has been a long-term practice in Chilean study programs and classrooms, which creates a number of tensions with the national curricular aims and perspectives. (Barahona, 2015; Larenas & Hernández, 2015). Looking deeper into the classroom and student perceptions, it is to be observed that while they may understand grammatical rules and apply structures under controlled conditions --commonly drills and tests--, they often claim to have serious difficulties in speaking and writing. Moreover, such understanding of grammatical structures does not transcend evaluation instances, with students being unable to integrate the new knowledge into their communication skills. There is, then, a need for finding new paths to incorporate grammar as one of the dimensions of language necessary for students to achieve effective communication in a foreign language. This reformulation becomes especially important in schools with autonomous, grammaroriented study programs that tend to neglect interaction and real life uses of the language. In this context, inductive strategies applied to grammar-based teaching constitutes an alternative that may promote discovery, inference, contact with real life English, and a better integration of the new knowledge into the student’s existent abilities (Thornbury, 1999; Scrivener, 2005). The objective of this research article is to present the experience with inductive learning in 11th grade from a Chilean private school, whose curriculum is heavily focused on grammar. Under the scope of the Grammar-based Teaching approach, a series of strategies and didactic steps is proposed. Results are shown and analyzed according to the theoretical assumptions discussed; student perceptions towards the new methodology are also considered for analysis and reflections. Finally, an improvement plan is exposed based on the strengths and weaknesses identified throughout the process. 1. Jorge Ibáñez Jiménez, BA in English Linguistics and Literature; student of Pedagogy for Professionals, Universidad Alberto Hurtado. Professional training workshop guided by Alicia Páez, 2016. 2 On his book Aspects of the Theory of Syntax (1965), Noam Chomsky presents his generative grammar theory, which states that human cognition is equipped with a syntactic system that transforms deep-structure (mental) structures and generates surface structure (spoken) utterances..

(2) 2. DIAGNOSIS School description The educational center is a private all-girls school located in La Reina, Santiago. Since its foundation in 1946, administration of the center has been in charge of a congregation from the Chilean Catholic Church. Consequently, the educational project is based primarily on the congregation’s religious values, as stated in the official document: “La educación es considerada como un proceso que permite a la persona su desarrollo integral. Está basada (...) en el Carisma y en la Espiritualidad Bautistina. Este proceso favorece el desarrollo de las potencialidades, de modo que la persona se transforme en agente de su propio perfeccionamiento” (Catholic Congregation, 2016, p. 5). This emphasis is reflected in the offer of extra-curricular activities such as Communion, Confirmation, charity work and “Encuentros con Cristo” (spiritual retreats outside school). Along these lines, each classroom is equipped with an altar, a Catholic Bible, and a series of posters and boxes from charity campaigns. By 2016, 483 students are enrolled from pre-school to 12th Grade, with male students being gradually incorporated in pre-school levels. Being a private school located in the upper area of Santiago, the center finds direct competition in other prestigious schools from La Reina and Las Condes targeted towards high socioeconomic groups, such as The Grange School and Colegio La Abadía. Following this trend, the school’s monthly fee arises above $200.000, whereas the percentage of students in a situation of social risk lies below 6%. As for SIMCE English results, 87.8% of students obtained the A2/B1 proficiency certificate in 2014. According to MIME3 MINEDUC, the school’s performance stands out in comparison to the national average score for schools within a similar socioeconomic range.. English Department The English Department is formed by 5 teachers –two for primary levels and three for secondary levels. Meetings are held every Thursday for planning evaluations and activities and tackling special cases. Planning is conducted on a yearly basis and independently from the plans and programs proposed by MINEDUC. Specifications are made for each month, in which one unit is expected to be covered. These units are directly taken from English In Mind textbooks, according to the number/version assigned to each level. Contents and abilities are specified only in the fields of vocabulary and grammar, and no further activities are suggested4.. 3. Acronym for “Más información, mejor educación” (‘more information, better education”). MIME MINEDUC (http://www.mime.mineduc.cl/mvc/mime/portada) is a website containing relevant information about all Chilean schools, including educational projects, results in standardized tests, selection, and finances. 4 According to the teacher, the decision of planning and teaching around textbooks is primarily influenced by parents, who claim that such expensive books must be thoroughly used in order to justify their purchase (Ibáñez, 2016, p. 20)..

(3) 3. The class From 7th to 12th grade, classes were divided into two groups according to the level of English: Advanced and Blue (or non-advanced). In previous years, there were three groups –Advanced, Intermediate and Elementary- but teachers later concluded that merging the lower groups into one could encourage cooperation and a significant rise in motivation for less proficient students (Ibáñez, 2016, p. 1). Despite the current distinction into levels, lessons for advanced groups were similarly structured around units from English In Mind, largely focusing activities and evaluations on grammatical aspects and unit vocabulary. No significant differences in classroom management and teaching approaches were observed between groups. The 11th Blue was composed by 27 students from the two different existing groups in this level – A and B. This distribution took place only during the three hours of English scheduled weekly (two on Monday at 12; one on Thursday at 14:45). No severe behavior or interaction problems were observed, and self-regulation practices could be frequently noticed during class time: “Las alumnas se autorregulan en cuanto al exceso de conversación, pidiendo silencio unas a otras al hablar la profesora” (Ibáñez, 2016, p. 3). Likewise, dynamics regarding cooperation and mutual help were registered: “Las niñas participan y se ayudan entre ellas” (p. 12). However, small talk in certain groups stood out as a recurrent issue at all stages of class time, as well as students working on unrelated subjects or studying for other tests. As regards motivation issues in relation to their belonging to a non-advanced group, the most observable effect among the students was a certain degree of resignation. This became evident in their reluctance to perform tasks when they felt they were not capable, which was often accompanied by comments such as “I’m bad at English, and that’s the way it is” and “I don’t understand, so why try?” (Ibáñez, 2016, p. 17). This often resulted in learning opportunities being capitalized by more proficient students and neglected by those with more difficulties, thus increasing the gap between both groups in evaluations. During lessons, students were seated in pairs facing the whiteboard. Lessons were primarily structured around English in Mind 3A Textbook and Workbook, with the teacher starting the class with instructions for pages and activities, and students proceeding to complete the exercises accordingly. Checking was usually done orally by asking for the answers individually, leaving little space for coevaluation or further explanations. Usually, students had to move on to the next activity while having questions and doubts unanswered by the teacher (Ibáñez, 2016, p. 5). Regarding the presentation of new contents -mainly grammar structures and vocabulary lists-, these were introduced deductively by the teacher. Rules and cases were written on the board before moving on quickly to the exercises in the book. Then again, when faced with different uses of the structures in the exercises, students expressed their confusion and asked for clarification. On the other hand, isolated attempts at inductive teaching of grammar proved to be effective for student comprehension, with several examples being presented and contrasted before students were able to.

(4) 4. advance the possible rules. This posed a series of questions regarding the effectiveness of deductive and inductive teaching in the context of a grammar-centered study program. At the end of each month/unit, a written text was applied. The main aspects to be assessed were grammar and vocabulary, the most common types of item being multiple choice, matching, and fill-inthe-gaps. Writing skills were often limited to rewriting sentences with specified structures. As a preparation for tests, students were given an extra worksheet called “Grammar Practice”, which contained similar exercises to those in the Workbook. Listening skills were trained in a small proportion. Instances for this were limited to the recordings and activities contained in the textbook, with no further development of pre-, while and postactivities. Despite this, listening tests were applied periodically, using a different, unrelated recording for each of the 5 items of the test. As for speaking skills, few instances were provided in the course of lessons besides giving the answers for exercises while checking; oral presentations were not a constant practice. On the other hand, students reacted in different ways when exposed to speaking opportunities: whereas some groups were highly willing to participate, others tried to refuse, while another group answered the questions in Spanish. The observation and characterization of both the school context and the 11 Blue raised two main concerns regarding the teaching of English in a grammar-centered program. One was related to the need for a different approach towards teaching grammar: from new challenging activities for students, to deeper aspects such as shifting the focus to real use and from presenting isolated rules to exposing students with examples that allow them to build their own conclusions. th. The second issue was linked to the search for methods that allowed for an integrated development of receptive and productive skills with the resources available (number of hours, classroom arrangement, textbooks, technology, etc). Such changes appeared necessary for meeting the intentions declared in the school webpage: “learning English will (...) improve their communicational skills and enhance students’ brains to create and solve problems”. If communication is considered essential, the development of all skills should be the starting point..

(5) 5. THEORETICAL FRAMEWORK Grammar teaching: place and role Since as early as the 17 Century, the role of grammar in the teaching of English has been an object of heated discussion. The range of relevance given to this aspect of language covers a wide spectrum, from Tom Hutchinson stating that knowledge of grammar is essential for the creative use of English, to Stephen Krashen asserting that the usefulness of teaching grammar is close to zero (Azar, 2007; Ellis, 2006; Thornbury, 1999). th. Ellis (2006) states two main purposes for grammar teaching: “understand *a grammatical form+ metalinguistically and/or process it in comprehension and/or production so that [learners] can internalize it” (p. 84). However, this definition leaves communicative aspects somehow unattended, at the risk of placing grammar as a goal on its own. In this respect, as Thornbury (1999) argues, grammar teaching should be seen as a dimension that consolidates the meanings built through communication. Brown (2001) coins the term organizational competence to refer to the system of rules governing sentences and discourse. Grammar constitutes one of three dimensions of language, the others being semantics and pragmatics. The author goes further, stating “no one can tell you that grammar is irrelevant or *…+ no longer needed in a CLT5 framework. No one doubts the prominence of grammar as an organizational framework within which communication operates” (p. 362). Given the methodological characteristics of the eleven-year learning process the students have experienced, this view of grammar teaching as a dimension embedded in the context of CLT appeared to be the most pertinent, since it provided a new insight into the students’ learning process, while keeping its continuity. Radical changes made in any other direction, however innovative and appealing, may have had counterproductive effects over the course of only six weeks of pedagogical intervention.. Grammar-based teaching Over decades of discussion, several attempts have been made to narrow the gap between grammar teaching and methods that emphasize communication with little to no focus on form. The development of CLT has nested different positions on this subject. Thornbury (1999) refers to two main versions: shallow-end CLT, which reconverts grammatical items into functional ones (“future plans”); and deep-end CLT, which rejects any form of grammar instruction, in order to focus solely on communicative tasks –an early version of Task-based Learning. Whereas shallow-end CLT represents a step towards a more integrated way of presenting grammar, this approach is still primarily rooted into a generative idea of rule-governed creation of language. On the other hand, Azar (2007) deepens the relationship with CLT by introducing principles and assumptions for the Grammar-Based Teaching approach (GBT). Highly focused on classroom practice, GBT advocates for the development of grammatical concepts -rather than rules- which may prove essential in the students’ understanding of language. Such concepts are to be developed through 5. This stands for the Communicative Language Teaching approach, defined and characterized in the following section..

(6) 6. all skills -speaking, listening, writing, and reading-, using grammar as “a springboard for interactive, communicative practice opportunities (…) for creative use of target structures (which may or may not occur). Communicative practice is usually centered on the students' own lives” (p.7). As opposed to focus-on-form, which aims at embedding grammar into a CLT curriculum, “GBT seeks to integrate CLT into a structural syllabus, usually in one class (often called a grammar class) within a larger, varied curriculum” (Azar, 2007, p. 4). This methodological option responded to the underlying tension between the aims of teaching English declared in the school’s documents and the classroom practices observed throughout the year. At the same time, it provided a solid theoretical foundation for a unit plan that tackled the pedagogical implications of such tension.. Inductive strategies Thornbury (1999) provides a definition for inductive strategies: “without having met the rule, the learner studies examples and from these examples derives an understanding of the rule” (p.49). This methodology is presented in a dichotomy with deductive strategies, i.e. the presentation of a grammatical rule followed by examples for practice. Although the convenience of either approach has been object of much discussion, current research largely suggests blending both deductive and inductive strategies in grammar teaching (Azar, 2007; Brown, 2001; Ellis, 2006; Thornbury, 1999; Ur, 2009). However, classroom practices observed at the school showed that only deductive strategies were usually applied and encouraged. From this stemmed the need to focus the intervention on introducing inductive strategies, in order to improve comprehension and effective use of language. Scrivener (2005) mentions some necessary elements for students to achieve these goals: “They probably need to have exposure to the language; they need to notice and understand items being used; they need to try using language themselves (…); they need to remember the things they have learnt” (p.253). This didactic sequence was followed for the purposes of the intervention. While GBT advocates for the use of both deductive and inductive approaches -as most textbooks do include metalinguistic explanations-, Azar claims that “in optimal GBT, explanations of grammar are keyed to examples, not vice-versa (...) Students learn from understanding what is happening in examples of usage, not from knowing "rules"” (2007, p.8). In practical terms, GBT attempts to encourage students’ discovery of different learning strategies through the development of a wide range of tasks, from using targeted verb forms to sessions of oral discussion (2007, p.8). This focus is also highlighted by Scrivener, who proposes practices of guided discovery that “allow learners to generate their own discoveries and explanations (…) In this way, long explanations can be avoided and learners take a more active role in their own progress”. The selection of appropriate tasks, instructions and explanations, as well as an effective organization of the class structure and participation, are fundamental in the development of a successful discovery process (2005, p.268). As a result of an appropriately guided process of inductive learning, research suggests some cognitive benefits for students: greater memorability and meaningfulness of the items learned, active.

(7) 7. involvement in the learning process, better pattern recognition and problem solving, increased selfreliance and autonomy, and a communicative access to the target language (Brown, 2001; Scrivener, 2005; Thornbury, 1999). These are factors that ultimately aligned with the learning needs detected in the students observed, and provided the solutions proposed in this article with the necessary theoretical foundations to be analyzed and discussed later.. DESCRIPTION OF THE UNIT The planning process for this unit was based on the institutional and pedagogical observations mentioned in detail in the diagnosis. Given the strong emphasis of the school program on grammatical aspects, students are exposed to a list of rules to be applied in sentences designed for such purpose. As a result of this deductive approach it has been observed that, having performed the written texts, students remain unable to learn and apply the real use of the target structures in communicative contexts (conversations, opinions, posters, texts, etc.). Eventually, there is no effective integration of new contents and skills into their competence in English. On the other hand, the consideration of English as a tool for future personal and professional perspectives stands out as one of the main arguments mentioned by the students for studying the language (see appendix 1). In this context, the main purpose of the intervention was to promote in students the ability to comprehend and assimilate different real-life language samples (songs, news, texts of interest), in order to infer --with teacher guidance-- the rules of use of different grammatical, discourse, and lexical items by themselves. Once these inductive strategies had been implemented, it was expected that students applied their inferences and conclusions into different activities, with the purpose of consolidating the effective integration of the new knowledge into their competence.. Learning outcomes The unit consisted of eleven lessons --16 pedagogical hours-- spanned over 5 effective weeks6. The five learning outcomes (LO’s) formulated were based primarily on the MINEDUC English Program for 11th grade and adapted for the time and number of lessons considered for the intervention. The LO’s were the following: ●. ●. ●. 6. Show comprehension of the main ideas and explicit information in simple oral texts and interactions containing real use of the language, such as videos, news reports, songs, and texts related to social and environmental issues. Read and show comprehension of the main ideas and relevant information in descriptive, informative, narrative and expository texts of low complexity and varied length, such as newspapers, headliners, and chronicles related to social and environmental issues. Express orally by means of answers to questions and group discussion of topics of interest conveying emphasis, delivery of specific information, and opinions.. Halfway through the implementation, there was a 2-week interruption of all academic activities at the school. Implications of this issue will be discussed in later sections..

(8) 8. ●. Express written opinions by means of expressions such as ‘I think’, ‘In my opinion’, ‘My view is that’, and refer to natural, cultural, and historical events or processes, using passive voice utterances.. Lessons and activities There was one 90-minute and one 45-minute lesson weekly. Each had one learning outcome (LO) to be achieved throughout the class. For this, the planning considered three moments: ● ● ●. Pre: presentation of the LO, warm-up activities, and introduction of the main activity. While: development of the activity/activities oriented to the achievement of the LO. Post: metacognition, group and individual reflection, guidelines for the next lesson.. Given the heterogeneous and multi-level nature of the group, a series of diverse activities was designed in order to account for the different types of learning: visual, auditory, and kinesthetic. Another aspect to consider at this point was the general request for more diverse, didactical activities instead of permanent dedication to exercises from the textbook. The following sequence of activities was designed, according to the elements proposed by Scrivener (2005) as cited in the theoretical framework: ● Song Time (exposure): listening activity based on short pieces of songs containing the target language. ● Headlines (exposure/notice): analysis of newspaper headlines written in the passive voice, based on time and emphasis of information. ● Textbook work (understanding/try using): exercises of use of the passive voice, as learned and discovered by that point. ● Post-its (try using): classification of post-its containing statements in the passive voice according to their function. ● Posters (try using): elaboration of posters with interesting facts on a series of topics such as arts, music, TV, and science. ● Review text (remember/try using): completion of a text of interest with different passive statements.. Evaluations The evaluations for this unit sought to account for the learning process, rather than merely focusing on a final product. This methodology is rooted in the concept of evaluation for meaningful learning, whose main objective is to enable the students to construct their own forms of knowledge and retrieve them whenever it is necessary for their lives (Ahumada, 2001, p.12). Under this view, traditional forms of evaluation such as written tests do not provide enough evidence of the process; it is then necessary to incorporate new instances such as co-evaluation, participation and group work (p. 21)..

(9) 9. In order to keep track and raise evidence of the learning process, the unit evaluation consisted of three stages: a) Posters activity, intended to provide evidence of the identification (understanding and noticing) and usage of the passive voice. 25% of the final grade. b) Unit test, designed in order to account for every part of the didactic sequence proposed. 50% of the final grade. c) Participation mark, intended to check the quality and quantity of class work, as well as the completion of the materials provided in class. 25% of the final grade. The following pages contain a summary of the unit planning, with the learning outcomes and activities for each lesson..

(10) 10. Planificación de intervención didáctica. Descripción de la unidad: Survival ● ● ● ●. Nivel: 3ro medio no avanzado (Blue) Número de semanas: 7 Número de clases: 11 Número de horas: 16 (pedagógicas). Aprendizajes esperados: ● Demostrar comprensión de ideas principales e información explícita en textos orales simples de variada extensión y de interacciones que presentan un uso auténtico del lenguaje, como videos de interés general, noticiarios, canciones y textos relacionados con la situación medioambiental y social del planeta, y que contemplan las funciones de expresar énfasis en acciones/eventos y los entes afectados por éstos. ● Leer y demostrar comprensión de ideas principales e información relevante en textos descriptivos, informativos, narrativos y expositivos auténticos, simples y de variada extensión, como noticias, titulares, crónicas, relacionados con la situación medioambiental y social del planeta. ● Expresarse oralmente por medio de respuestas a preguntas y discusión grupal de temas de interés que incorporen las funciones de expresar énfasis, entregar información específica sobre un evento, y dar opiniones. ● Expresar opiniones escritas mediante el uso de expresiones como I think, In my opinion, My view is that, y referirse a eventos o procesos naturales, culturales e históricos empleando enunciados en voz pasiva. La planificación de la implementación de esta unidad se basa en las observaciones realizadas durante el primer y segundo semestre en las clases de Inglés de un 3ro medio. En el marco de un programa de estudios articulado en torno al libro English in Mind 3A, y con un fuerte énfasis en aspectos gramaticales de la enseñanza del inglés, las alumnas son expuestas a una lista de reglas gramaticales que han de ser aplicadas en oraciones diseñadas con dicho fin. Sin embargo, las observaciones señalan que, una vez rendidas las evaluaciones escritas, las alumnas no han llegado a aprender el uso real de las estructuras enseñadas en contextos comunicativos (conversaciones, redacción de opiniones, etc.) No se logra, de esta manera, una integración de los contenidos y habilidades a las competencias ya existentes. En este contexto, y con el objetivo de enriquecer las experiencias de aprendizaje del inglés como herramienta para el futuro –interés declarado por las alumnas en encuestas de opinión- esta intervención busca promover en las estudiantes la capacidad de comprender y asimilar distintos ejemplos reales del idioma (canciones, noticias, textos relacionados a la temática de la unidad), para luego inferir, con la guía y retroalimentación del docente, las reglas de uso de distintos elementos gramaticales, discursivos y léxicos. Una vez implementadas estas estrategias inductivas, se busca que las alumnas apliquen sus inferencias y conclusiones en actividades que aborden temas de su interés, de manera de lograr una efectiva integración de los nuevos saberes en sus competencias en la lengua extranjera..

(11) 11. Class/ week. Learning Outcomes. Materials/resources. Activities. 1/1 (45’). Students will be able to identify the different parts of passive statements: - Agent - Action - Recipient. Teacher: Record keeping Audio speaker Mp3 device. Pre. Assessment. Menu - The students are presented the objective of the class, following the SHOW model. - The teacher explains the students that the challenge is to infer the rules from examples and exercises, instead of being given a chart with grammatical structures.. Students: Activity worksheet prepared by the teacher Exit Ticket. - The teacher presents the evaluation procedures for the unit, as follows: 50% test 25% class work 25% posters While. Post. Pair work - The students are given a worksheet with the listening activities. - The students listen to 5 bits of different songs containing passive utterances. Each audio is played 2 times. - The teacher models the first exercise by doing it on the board - The students answer the worksheet after listening to the songs. - Answers are checked and mistakes are corrected Exit Ticket - The students are given an Exit Ticket with three questions about the class. The teacher collects them back.. Homework - For next class, the students are asked to bring one song line with a passive statement.. Formative evaluation - Observation - Checking answers - Exit ticket Summative Evaluation - Class work.

(12) 12. Class/ week. Learning Outcomes. Materials/resources. Activities. 2/5 (90’). Students will be able to: -Search for information about relevant topics - Apply different types of passive statements. Teacher: Record keeping Colored cardboard Adhesive tape. Pre. Assessment. Menu - The students are presented the objective of the class, following the SHOW model. - The teacher asks 2 questions of general interest. Students are instructed to raise their hand and answer in English. - The students organize in groups of 4, in order to receive the instructions for the design of posters. -The captain of each group receives the materials needed.. Students: Notebooks Colored cardboard Markers Smartphones. While. - The students use their smartphones to search for information about the topics for the posters chosen. - The students select a number of facts and create statements using passive voice. Drafts are made on their notebooks - The students write down their statements on the posters. Post. - Each captain presents the teacher the statements written by the group - The teacher evaluates each group’s work and gives feedback to the whole class.. Formative evaluation - Observation - Monitoring Summative Evaluation - Class work - Grading of the final product (checklist).

(13) 13. RESULTS Grammar-based teaching and inductive strategies One of the central points for the intervention was the transition from the study of grammatical rules to work on grammatical concepts which could be explored and manipulated by students, in order to incorporate such concepts creatively into their communicative competence. Considering the context, the encouragement of inductive learning strategies would be fundamental in the realization of such transition. In this respect, the vast majority of activities proposed were appropriately followed by students, since the ‘examples first, rules last’ methodology was introduced to them at the beginning of the unit. Overall, the students were able to find patterns of use and regularities by themselves, their questions being primarily a search for reassurance of correct inferences. At the end of each lesson, the teacher elicited deductions and rule formulation from students. Whereas this dynamic was not immediately followed by students, having only two to three participants share their ideas, they were able to eventually grasp the importance of restating their inferences, which increased participation significantly from the third lesson on. As for the role of the teacher, the lesson time devoted to grammatical explanations dropped significantly, since students at large were able to identify rules --and exceptions-- by themselves from the examples given. The focus of teacher intervention shifted to providing guidance in the students’ inferential processes, as well as promoting effective question-making, thus leaving the discovery of answers and problem solving to students. In general, the strategies and dynamics composing Scrivener’s guided discovery were effectively implemented and grasped by students. However, some stages were more successfully conducted than others, as the following sections will illustrate.. Didactic sequence As mentioned previously, activities were articulated in order to account for Scrivener’s steps for guided discovery applied to a grammar-oriented curriculum. Exposure was the first stage of implementation, in which students were presented oral and written input through songs, texts, and newspaper headlines which sought to relate to their social and cultural reality, as opposed to the context-deprived materials typical of focus-on-form approaches. They were able to build connections with most of the topics, assimilating examples as ‘pieces of real life’ before stepping into the language itself. The notice stage --developed in conjunction with exposure through the analysis of statements-was key in the inductive process, since students were first able to identify patterns, similarities, differences, and exceptions in the real usage of statements in the passive voice. This was the starting point for the systematic treatment of a grammatical concept, providing the whole class with a common.

(14) 14. terminology for further noticing, e.g. regular fact/past event/future event or prediction. In the upcoming activities, most students managed to integrate these categories into their learning. Understanding was perhaps one of the least evident stages in the process. Although each lesson considered a closure moment oriented to reflect on the new learning, this did not provide enough data regarding the students’ individual comprehension. Personalized metacognition strategies -such as exit tickets- were not regularly applied, resulting in a lack of evidence to support the progress of understanding. In this aspect, the only systematic data available are the unit grades; however, it is widely known that the correlation between marks and the successfulness of a learning process is usually neither direct nor accurate (Ahumada, 2001, p. 25). The try using stage started as early as the third lesson, with mixed results. The most advantaged students were already able to manipulate the grammatical concept, applying passive voice structures in different contexts with little difficulty. Students within the average had several questions, but after they solved their doubts they managed to apply their knowledge. On the other hand, less advantaged students claimed to feel lost and not know what to do in each exercise, since they did not have a list of specific rules to follow. However, as the different types of activities were developed, all students had the chance to apply their new knowledge successfully, which gave them higher confidence for the evaluations. This is reflected on the final survey, in which the majority of students stated that they were able to learn better (see appendix Nr. 3). Finally, the remembering stage was a largely intuitive dynamic, rather than a systematically guided and tracked process. Similar to understanding, the lack of metacognitive materials to be kept by students resulted in insufficient evidence to properly account for the individual characteristics of the process. However, the improvement in the accuracy of usage of the passive voice throughout the activities suggests that students were able to meaningfully integrate the collective formulation of rules into their competence..

(15) 15. Evaluation and marks Being a multi-level class, a noticeable difference between the group work marks and the individual marks was expectable. However, as Fig. 1 illustrates, this gap was not significant --6.67 vs. 6.42 on average. No insufficient marks (under 4.0) were obtained on any evaluation instance.. Fig 2. Comparison of the marks of the Unit Test and the Posters activity. In general, lower marks were replicated in both evaluations, as was the case of average and higher marks. Flat areas correspond to the evaluation of group work, in which three students obtained the same marks. .. The first evaluation -elaboration of posters- was followed positively by students. Each of the seven groups searched for information on the topics given and formulated their own facts in the passive voice. Effective participation by every student was monitored, thus assuring their involvement in the learning activity. The overall production of new utterances in the passive voice was accurate, with minor inflectional mistakes (elision of -ed/-en in the participle). Only one group presented difficulties in noticing the difference between active and passive voice, associating the sole presence of verb to be with passivization: The last big hit of Pink Floyd was The Wall The Second World War was in 1939 In general, the incorporation of these activities into the learning process was highly valued by students, relating them directly with an improvement in the didactics of the English subject and, consequently, a rise in their performance..

(16) 16. In the case of unit test marks, results were satisfactory, with the largest number of marks concentrated on high scores, as Fig. 2 illustrates.. Fig 2. Unit test marks. The unit test, intended to account for the didactic sequence detailed above, showed certain differences between the early stages --mostly linked to receptive skills (reading, listening)-- and those stages involving productive skills (writing, speaking). While most students obtained the maximum score in items related to identification, classification and association, results were more heterogeneous at the moment of producing written utterances. For instance, when asked to rewrite statements, some students presented difficulties to discriminate between active and passive voice, as shown in the examples below: Disney will produce ‘Star Wars part 8’ within the next 10 years. ● Disney will be produced ‘Star Wars part 8’ within the next 10 years. In the 90’s, Colombia produced tons of drugs like cocaine and marijuana. ● Colombia was produced tons of drugs like cocaine and marijuana in the 90’s. President Bachelet removed three ministers due to corruption. ● President Bachelet due to corruption was. removed. three. ministers.. These type of answers reflect the imbalance between the development of receptive and productive skills, as stated by the students in the first survey. Despite the difficulties mentioned, there was an increase in the students’ autonomy in relation to the production of utterances. While monitoring the test performance, it was noticed that the majority of the students’ doubts were related to insecurity, since the answers they had already provided were.

(17) 17. mostly correct. When asked to explain the deductions they made to arrive at the answer they considered right, most students evidenced an appropriate understanding of the target language, as a result of the inductive sequence worked in class (Ibáñez, 2016, p. 21).. Participation Student participation in the lessons was largely positive. The group activities detailed above, in conjunction with monitoring, proved to be instances of motivation for students less prone to take part in class work. Similarly, checking and correction were carried out mostly by volunteers, and the whole class became involved in dynamics of group checking. On the other hand, textbook activities and teacher explanations of certain conceptual aspects were featured by a lower rate of participation. Small talk and work in activities from other subjects were the main proof of this decrease, along with a noticeable drop in the involvement by disadvantaged and demotivated students. This difference is consistent with the students’ perception of class structure and activities as detailed in the initial and final surveys. According to them, excessive focus on grammatical explanations and textbook work was one of the main aspects to be changed in this unit, while the encouragement of diverse strategies for learning and discovering were highly regarded by the end of the process (see appendixes ## & ##).. REFLECTION During previous units, students had claimed to usually see English as a time slot for working on any other subject (Ibáñez, 2016, p. ##), which represented a constant drawback in lessons consisting primarily on textbook work. In contrast, they showed a favorable reaction towards the methodology proposed in this unit, participating actively in the tasks and activities. However, four students remained uninterested in the class: while two argued that they still felt lost, mentioning difficulties since their elementary years, one stated that she felt bored and tired of dealing with the low level of her classmates. This difference in proficiency and motivation posed a major challenge throughout the implementation of inductive teaching, influencing on factors such as the selection of the contents, the elaboration of activities, and the planning of evaluations, in order to cover the entire spectrum of levels. While most of the didactic sequence was successfully accomplished within the average group, disadvantaged students still had difficulty in following the dynamics and contents. The question, then, is whether inductive strategies are suitable for classes with such a diverse range of levels, or if there should be a minimum ground of proficiency for these methods to benefit all students. Thornbury (1999) warns about the frustration inductive strategies may create in students used to be told rules and exceptions, instead of working out the rules themselves (p. 55), which might explain the differences in adaptation to the new methodology between some groups and others. The author also mentions that the time devoted to inferences and collaborative deduction of rules may overtake the.

(18) 18. time available for productive practice (p. 54). This was certainly the case throughout the unit; in a group trained to apply grammatical rules given in decontextualized target exercises, the discovery processes were extended for most of the lesson time. Consequently, instances of oral/written production and free manipulation of the grammatical concepts were heavily time-constrained. The purpose of embedding grammar teaching into a form of CLT, then, was not completely achieved, since not enough space was given to meaningful interaction and productive communication. A similar trend took place in the metacognitive stages. Whereas emphasis on the inference of rules was necessary given the characteristics of the group --which was acknowledged by some students on the final survey-- the consolidation of the new learning was, by far, the weakest aspect of the implementation. As mentioned in previous sections, this was caused primarily by lack of consistency in the closing part of the lessons. Charts and exit tickets were designed for encouraging metacognition; however, students did not immediately grasp the importance of the exercise and became uninterested on the first attempt. As a result, while they were able to work out the rules and apply the new concepts, they were not properly enabled to keep track of their inferential processes, in order to become aware of their increasing autonomy. This is reflected on the final survey, where most students highlighted the activities and didactic choices, while only two stated that they became more autonomous in their use of the language. Considering these observations, the implementation was successful in that most students became engaged in the learning process and regained motivation towards new forms of approaching English. Despite the lack of systematic evidence, results showed that they were able to think, notice, infer, and deduct rules on their own. On the other hand, those strategies that worked for the majority of students were not extensive enough to meet the needs of disadvantaged students accustomed to the application of ‘linguistic formulas’. It is possible that more time was required for them to depart from such a view, in order to take a more active role in their learning. The entire process of diagnosis, planning, implementation and reflection has led me to identify two key factors that prevent these students from learning English effectively. One is the lack of autonomy --and of the encouragement of it: excessive rule giving and textbook work, in contrast to scarce amounts of communicative tasks, has given way to a dynamic whose sole focus is being able to answer a written text with grammar drills, with no further development of creative oral/written skills. In other words, students know how to build a sentence in the present perfect, but they still do not know when or why to use it in real life. The other factor is boredom. The difference in the students’ responsiveness towards the new activities proposed --yet still focused on grammar-- became evident from the first exploratory tasks during the first term. They no longer react to a worksheet, but being asked to write one single sentence on a post-it and stick it onto the board becomes a whole new challenge to them. A 45-minute lesson of passive exercises from the textbook is not even half as engaging as finding fun facts on the Internet and writing passive statements about them on colored posters. It seems evident, then, that the selection of contents is only a part of effective teaching; the way those contents are presented will be essential in a satisfactory learning process..

(19) 19. IMPROVEMENT PLAN Considering the stages of the guided discovery proposed by Scrivener, the experience with inductive grammar teaching requires a strong focus on strategies that account for the outcomes of the entire process: registering inferences, saving class time for discussing them, sharing new understandings about the contents, etc. The use of these tracking methods must be intentional and explicit, in order to collect evidence from all stages and evaluate the effectiveness and adequacy of the approach in a specific context. As mentioned in the description of the unit, there was a two-week break from academic activities at the school, interrupting the implementation two lessons from its start. It was at this point that the lack of systematicity in metacognition (exit tickets, charts) and the tracking of rule inferences became critical: since students were unable to remember them, we had to resume the process nearly from the beginning, which caused a delay in contents and the suppression of some activities from further lessons. Consistency in these strategies, then, is one of the main elements to improve when it comes to start a pedagogical process with new students, in order to have a safe starting point when facing breaks and interruptions. It is also important to provide students with materials that they can keep (handouts, charts, etc.); this will help them significantly at the moment of studying, when they will require immediate access to their own learning process. From the previous aspect stems the need to better manage the lesson timing. Whereas all sections and activities were timed beforehand, questions and unexpected interruptions had an impact on the time devoted to closing the lesson. Consequently, there was little time for discussion of ideas or reflections about the contents and the strategies applied, thus weakening the final stages of the didactic sequence. For further planning, it will be necessary to distribute time more evenly towards the closing stage and consider a gap for possible interruptions. Also relevant to timing is classroom management. In this respect, the major issues I faced were small talk and the tendency by some students to work on other subjects in class time. While I had designed a registry for behavior which was public to students, it eventually became useless, for I did not apply it consistently throughout the unit. As a result, there were periods when these issues affected the development of the activities, causing delays and constraining the final stage of the lesson. In order to deal with behavior problems successfully, I must learn to combine the efficient use of participation registries with other variables such as the seating arrangement..

(20) 20. CONCLUSION Grammar teaching in the Chilean context is not exclusive of one type of school from a certain socioeconomic level. SIMCE scores and proficiency percentages indicate the position of a group of students in comparison to others; however, numbers say little about classroom practices, pedagogical decisions, and the perception of students about their own learning. In particular, this 11th grade was a group of students trained since primary school in grammar and vocabulary under deductive methods contained in textbooks. Despite their good performance in standardized tests, they claimed to be unable to speak English or express their ideas in writing. These factors were considered for the selection of an approach that could improve their learning, taking into account their previous knowledge and experiences. Thus, inductive strategies under the principles of Grammar Based Teaching appeared to be a suitable alternative to reformulate the teaching/learning process without disrupting their ongoing process. Although some stages of the didactic sequence --mainly related to the consolidation of the new knowledge-- were not as successfully achieved as others, the overall results of the unit indicate that students reacted positively to the dynamics and activities proposed. While these did not thoroughly fulfill the communicative purposes7 of the approach, they became challenging learning instances that stimulated observation, inferences, and question-making. In turn, the role of the teacher shifted from rule-giving to discovery-guiding, with limited explanations of certain aspects in front of the class. The engagement of students with activities that involved research, creation and real life language sheds some light on the resources available to narrow the gap between standardized results and meeting the students’ learning needs and interests. Whereas it is true that exclusive focus on grammar does not accomplish the goal of improving their language skills, one could wrongly move to the opposite extreme and argue that grammar is not necessary at all. However, this pedagogical experience shows that a reformulation in the teaching of grammar, placing it at the service of developing communicative abilities, may prove useful in the creation of a challenging, context-sensitive learning environment for Chilean schools with a grammar-based curriculum.. 7. That is to say, those aspects linked to shallow-end CLT, as explained in the theoretical framework..

(21) 21. References Ahumada, P. (2001). La evaluación en una concepción de aprendizaje significativo. Chile. Ediciones Universitarias de Valparaíso. Azar, B. (2007). Grammar-Based Teaching: A Practitioner's Perspective. Tesl-ej, 11(2), n2. Barahona, M. (2015). English Language Teacher Education in Chile: A Cultural Historical Activity Theory Perspective. Routledge. Brown, H. (2001). D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. White Plains, NY: Pearson Education. Catholic Congregation (2016). Proyecto Educativo Bautistino. Chomsky, N. (2014). Aspects of the Theory of Syntax (Vol. 11). MIT press. Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 83-107. Ibáñez, J. (2016). Bitácora de intervención. Krashen, S. (1993). The effect of grammar teaching: Still peripheral. TESOL Quarterly, 27, 717–725. Larenas, C. D., Hernández, P. A., & NAVARRETE, M. O. (2015). A Case Study on EFL Teachers’ Beliefs About the Teaching and Learning of English in Public Education. PORTA LINGUARUM, 171, 186. MINEDUC (2015). Programa de Estudio Inglés, Tercero Medio. Scrivener, J. (2005). Learning Teaching. A guidebook for second language teachers, Second edition. England: MacMillan Thornbury, S. (1999). How to teach grammar. England: Pearson Education Limited. Ur, P. (2009). Teaching grammar: Research, theory and practice. VIEWZ: Vienna English Working Papers, 18(3), 11..

(22) Appendix 1. ENCUESTA DE OPINIÓN. Estimada estudiante: Felicitaciones por tu trabajo durante este semestre. El propósito de esta encuesta es conocer tu opinión y percepción respecto de las clases de inglés. Tus respuestas serán anónimas y confidenciales, por lo que es muy importante que contestes con total sinceridad. Recuerda: no hay respuestas correctas o incorrectas!. a. Marca con una X el nivel de dificultad que significan para ti los siguientes aspectos de la clase de inglés. ASPECTO DE LA CLASE. Fácil. Medianamente Fácil. Normal Medianamente Difícil. Difícil. Leer. 5. 7. 8. 4. 1. Escribir. 1. 5. 8. 9. 1. Hablar. -. 4. 5. 10. 4. Escuchar. 6. 8. 8. 2. --. Entender las instrucciones. 7. 8. 7. 1. 1. b. Indica tu grado de acuerdo con las siguientes ideas respecto del aprendizaje del inglés. Grado de Acuerdo ¿Cómo me siento en las clases de inglés?. Muy de acuerdo. De acuerdo. Ni acuerdo ni desacuerdo. En desacuerdo. Muy en desacuer do. Me pongo muy nerviosa antes de las clases de Inglés. -. 1. 5. 3. 15. Me da vergüenza hablar en inglés frente a mis compañeras. 3. 10. 5. 3. 3. Me angustio cuando el/la profesor/a me pregunta directamente. 2. 6. 4. 6. 6.

(23) Appendix 1. Me frustra estudiar y sacarme malas notas. 12. 6. 2. 2. 2. Siento que nunca voy a aprender inglés porque soy mala para eso. 2. 2. 6. 6. 8. Las buenas notas me motivan a aprender. 10. 9. 3. 1. 1. -. 3. 10. 6. 6. Me siento bien conmigo misma cuando respondo correctamente en clases. 15. 6. 1. 2. -. Me aterroriza equivocarme delante de mis compañeras. 4. 4. 4. 5. 7. No me interesa practicar inglés en actividades que no son con nota. c. Responde las siguientes preguntas. Recuerda ser sincera, manteniendo siempre el respeto.. ¿Crees que aprender inglés será de utilidad para tu futuro? ¿En qué aspecto o aspectos? Sí. Un idioma fundamental para la vida, trabajo, universidad y viajes. Útil para ver películas y series. Fundamental para encontrar trabajo.. ¿Te sientes lo suficientemente preparada antes de las evaluaciones? ¿Por qué? Cuando estudio sí. No, porque no entiendo la materia. No, porque no estudio. No, porque me pongo nerviosa. ¿Qué es lo que MÁS te gusta de la clase de inglés? Ambiente relajado en la clase. Participación en la pizarra. Hablar. Actividades didácticas que no sean del libro. Poder dar una opinión..

(24) Appendix 1. ¿Qué es lo que MENOS te gusta de la clase de inglés? Trabajar en el libro, hacer guías, escribir, leer (reading, textos), hacer siempre el mismo tipo de ejercicios y actividades.. ¿Qué crees que podrías mejorar para aprender inglés de mejor forma? Poner atención en clases, estudiar, ver películas y escuchar canciones en inglés (trabajo autónomo), practicar más.. ¿Qué te gustaría que se incluyera en las clases de inglés del segundo semestre? (actividades, temas, materiales, etc.) Películas, actividades en grupo, disertaciones, listening, leer textos de interés, hablar más, actividades más dinámicas, actividades de pronunciación, juegos, salidas, incluir temas interesantes. MUCHAS GRACIAS POR TU COLABORACIÓN :).

(25) Appendix 2. Unit 7 Test: Passive voice Name: __________________________. Class: _______. Score: ___ / 45 pts.. 1. Read the following pieces of news. Determine if each of them is a regular fact, past event, or future event. News. Type. ____ / 7 points. 2. Match the beginning of each statement with the correct ending. 1) Frank Sinatra is also known.... ...by hydrogen and oxygen. ___. 2) Water molecules are composed.... ...by Norwegian artist Edvard Munch. ___. 3) ‘Neruda’, ‘NO’ and ‘Jackie’ are films.... …as ‘The Voice’. ___. 4) ‘The Scream’ was painted.... ...as a medicine. ___. 5) ‘Work’, ‘Job’ and ‘Occupation’. ...directed by Pablo Larraín. ___. 6) The Titanic was made.... ...are songs sung by Rihanna. ___. 7) Basketball teams are composed.... ...by 5 players per side. ___. 8) ‘Umbrella’, ‘Work’ and ‘Diamonds’.... ...by the Nazis. ___. 9) Coca-Cola was first created.... ...are used as synonyms in English. ___. 10) World War II was lost.... ...of steel and wood. ___ ____ / 10 points.

(26) Appendix 2. 3. Circle the correct form of the passive for each statement. 1. ‘Game of Thrones’ is watched / is watch / are watched by 5 million people each week. 2. When I entered the house, all the glasses was broken / were broken / were breaked. 3. Nearly 100 street dogs are adopted / is adopted / is adopt in Chile everyday. 4. Did you know that bikinis were prohibited/are prohibited/was prohibited 60 years ago? 5. The first car is invented / was invented / was invent by Karl Benz in 1886. 6. When a tree is planted / is plant / are planted, humans and animals get more oxygen. 7. The Berlin Wall is destroyed / was destroyed / were destroyed in 1991. 8. John Lennon died in 1980, but his music is still played / are still played / is still play.. ____ / 8 points. 4. Read the text and complete with the verbs in the correct passive form.. disturbed. executed. killed. accused. informed. organized. Americans are disturbed by a cruel reality. Confrontation between black men and the police in the US has reached its climax. On September 16th,. an. unarmed. 40. year-old. man. _______________________ by a policeman in Oklahoma. He ___________________________ of pointing a gun at the officer, but the charge was false: the man was only carrying a book in his hand. More than 100 innocent black men _________________________ by the police every year, and dozens of protests ______________________________ week after week by black communities in many American cities, but politicians don’t seem too interested in finding a solution. for. the. conflicts.. Sadly,. if. violence. doesn’t. stop,. the. world. ___________________________ about more cases of unnecessary death. ____ / 10 points. 5. How would you say it in the passive voice? Read each statement and create a new version using the correct form..

(27) Appendix 2. Example: The Italian Navy rescued 35 African immigrants from the sea . What happened to the immigrants? 35 African immigrants were rescued from the sea by the Italian Navy 1) Chile defeated Perú 2-1 in a very exciting game. ______________________________________________________________________ ______________________________________________________________________ 2) SeaWorld volunteers save thousands of animals every year. ______________________________________________________________________ ______________________________________________________________________ 3) In the 90’s, Colombia produced tons of drugs like cocaine and marijuana. ______________________________________________________________________ ______________________________________________________________________ 4) Disney will produce ‘Star Wars part 8’ within the next 10 years. ______________________________________________________________________ ______________________________________________________________________ 5) President Bachelet removed three ministers due to corruption. ______________________________________________________________________ ______________________________________________________________________. ____ / 10 points.

(28) Appendix 3. ENCUESTA FINAL. Estimada estudiante: En primer lugar, felicitaciones por tu trabajo durante esta unidad y muchas, MUCHAS gracias por tu colaboración con mi proceso de práctica. El propósito de esta encuesta es conocer tu opinión y percepción respecto de la unidad que trabajamos juntos. Tus respuestas serán anónimas y confidenciales, por lo que es muy importante que contestes con total sinceridad. Recuerda: no hay respuestas correctas o incorrectas! a. Indica tu grado de acuerdo con las siguientes ideas respecto de la unidad que trabajamos juntos. Muy de acuerdo. De acuerdo. Ni acuerdo ni desacuerdo. Me sentí cómoda al explorar las nuevas formas del lenguaje estudiadas. 18. 6. 1. Los ejemplos me fueron suficientes para entender los contenidos. 10. 13. 2. Pude deducir las reglas de uso por mí misma. 7. Me sentí segura al momento de usar lo aprendido. 9. Sentí frustración al no entender algún aspecto de lo estudiado. 4. Las actividades me ayudaron a comprender el uso del lenguaje. 12. Tuve el espacio necesario para participar en clases. 15. Me sentí preparada al momento de rendir la prueba. 8. 10. 7. Creo que, en el futuro, podré usar lo aprendido en esta unidad al comunicarme en inglés. 11. 9. 4. 14. En desacuerdo. Muy en desacuer do. 7. 3. 4 10. 4. 6 7. 12. 8. 1. 1. 1. 1.

(29) Appendix 3. c. Responde las siguientes preguntas. Recuerda ser sincera, manteniendo siempre el respeto.. ¿Qué diferencias notaste en el proceso de aprendizaje de esta unidad? Más didáctico (6) Más ayuda del profesor (2) Más motivación para participar (5) Entiendo un poco más (7) Más interactiva (2) Más interesante (1) Buenas actividades (6) Autonomía en el aprendizaje (2) Me manejo mejor (2) Más formas de aprender (1) ¿Crees que las estrategias usadas (actividades, formas de explicar, etc.) aportaron a tu manejo del idioma? ¿En qué aspecto(s)? Sí (23) Era entretenido aprender (5) Era más didáctico (5) Pude comunicarme mejor escribiendo (2) Pude entender los tiempos (4) Pudimos hablar en inglés (1) Pude aprender mejor (7) Existió mayor confianza (1) Más autonomía en la comunicación (1) Cuando había que completar las letras de canciones (1) Todo lo que se aprende en inglés sirve (1) Lo aprendido se me quedó en la cabeza (2) Mis notas subieron (1) Compartir las respuestas y explicar por qué estaban buenas o malas (1) En todos los aspectos (1). No mucho (1) Aprendí el por qué se usa así, pero nada nuevo ¿Qué es lo que MÁS te gustó de la forma de trabajar en esta unidad? Lo didáctico (7) Las actividades (15) La participación (1) El clima (1) Los métodos de evaluación (2).

(30) Appendix 3. Pude entender mejor (2) El trabajo oral y no sólo escrito (1) Poder expresar opinión (1) La diversidad de formas de aprender (2) Que fue distinto (1) ¿Qué es lo que MENOS te gustó de la forma de trabajar esta unidad? Nada (15) La poca rigidez (¿manejo de grupo?) (3) No hacer todas las unidades de esta manera (1) Poca participación del curso (1) Escribir (porque me va mal) (1) Las actividades del libro (2) El ruido en la sala (2) Todo el rato lo mismo (1) ¿Qué te habría gustado cambiar de las clases que tuvimos? (actividades, temas, materiales, etc.) El comportamiento de la clase (2) Nada (13) Más actividades recreativas (5) Más trabajo oral (3) Más actualidad (3) Otros contenidos (1). MUCHAS GRACIAS POR TU COLABORACIÓN :).

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