Final Thesis Corrected

UNIVERSITY OF EL SALVADOR
WESTERN MULTIDISCIPLINARY CAMPUS

FOREIGN LANGUAGE EXTENSION PROGRAM
RESEARCH PROJECT:
The differences between the development of students listening skills in
Saturday Program and Intensive Program
Presented by:
Hernndez Sandoval, MaraJos
Vidal Monterroza, Nathaly Vanessa
Arvalo Linares, Edwin Enrique
Morales Romero, Kevin Oswaldo
Thesis advisor:
Lic Carlos Manuel Escobar Canales
Santa Ana, April 2nd, 2016
ABSTRACT..................................................................................................1
INTRODUCTION...........................................................................................2
CHAPTER I: STATEMENT OF THE PROBLEM....................................................3
1.1 DESCRIPTION OF THE PROBLEM.....................................................................................3
1.2 SCOPE OF THE WORK.................................................................................................. 4
1.3 RESEARCH QUESTION..................................................................................................5
1.4 JUSTIFICATION............................................................................................................ 5
1.5 RESEARCH OBJECTIVES................................................................................................ 7
CHAPTER II THEORETICAL FRAMEWORK........................................................8
2.1 HEYDAY OF LEARNING ENGLISH IN CENTRAL AMERICA.........................................................8
2.2 ENGLISH IMPORTANCE......................................................................................... 10
2.3 ACADEMICAL AND EDUCATIONAL ADMINISTRATION IN ENGLISH LANGUAGE
FOREING PROGRAMS................................................................................................. 12
2.4 DIFFERENCES BETWEEN ESTUDYING FIVE DAY PER WEEK AND JUST ONE DAY..........................15
CHAPTER III: METHODOLOGICAL DESIGN...........................................................17
3.1 PARADIGM DESIGN.................................................................................................... 17
3.5.1 Data collection procedures...........................................................................18
3.5.3 Data processing........................................................................................... 18
CHAPTER IV: CONLUSIONS AND RECOMMENDATIONS...................................46
5.1 CONCLUSIONS.......................................................................................................... 46
5.2 RECOMMENDATIONS.................................................................................................. 46
ABSTRACT
Learning English is no longer an option for people who want to succeed in their
working lives; for this reason the National University of El Salvador, encourages the
development of people through the teaching of the language through English
courses. These are taught in two hours, appointed: Saturday and Intensive
Program. The selected program direction these schedules so that students could
choose the schedule that best fits your everyday activities. Although the initiative
sounds great, quality and development language learning does not occur as way in
both programs. One variation is the development of skills listening students in the
Saturday program and intensive, as students of a program are subject to English
for 10 hours per week, on the contrary, the other only 4. Next is presented in detail
the influence of this factor has on the development of listening skills of students in
the English program at the University.
INTRODUCTION
2
In the English language, the most important area to develop listening skills are; in
the Foreign Language Department of the University of El Salvador at the Western
Multidisciplinary Campus (UES-WMC there is a program to help people who want
to develop in the academic and labor area, divided into two groups: Saturday
Program and Intensive Program. the development of listening skills is not the same
in both programs, know and identify the differences is the main objective of this
research.
This paper consists of 4 chapters. The first, "Statement of the problem," there is the
explanation of the problem in general, he is investigating this and the main
objectives of the research. In addition, the influence would be the result of research
in improving English program at the university. The second, "Theorical framework"
is the compilation of texts related to the issue, which could give a theoretical idea
about the theme to develop further this part also contains all subtopics that are
related to the main theme. The third, "Methodical design" in this part are presented,
analyzed and interpreted the results of the surveys that were passed to 90
students from each of the two major programs, Saturday Program and Intensive
Program, in order to raise, analyze and represented a comparison between the
response of both. The fourth, "Conclusion and Recommendations" where the final
result of research and some recommendations that might work for program
improvement of English university presented itself.
CHAPTER I:
STATEMENT OF THE PROBLEM
3
1.1. DESCRIPTION OF THE PROBLEM
English is considerate one of the most important language in the whole
world, it is originated in Britain, it is an official language of almost sixty states and
most of people speak it either for those who speak it as their first language or who
speak it as a second language after the mother tongue . English speakers are able
to communicate with one another effectively, for this reason it is important to learn
it, in the way that it can help in life. Globalization has been of great importance as
a means through which English has grown infinitely.
The English language opens doors to many opportunities, but it is still in

high demand because today is part of the everyday life of either a student or
worker, it is holding most in work environments. It exist different ways how to learn
English, but it must be taken into account some aspects such as time, availability,
schedule, course length, cost, places etc. There are some programs that many
schools, colleges and universities offer to help to learn English in order to form a
bilingual person of large databases, to get ahead in real life speaking other
language. The foreign language extension program at Western Multidisciplinary
Campus (WMC) of the University of El Salvador has two programs: Saturdays and
Intensive programs, on it there such as levels that indicate in which rank of English
you get (Basic, intermediate and advanced English courses), also take into
account the levels of adult and children, an important point is the mission that they
offer: Form competent and integral professionals with solid humanistic and
technical foundations in the field of languages. The Program of Foreign
Languages we know today emerged in 1948 as an academy for teaching English
and French as a service to the university in general.
The sabbatine course was created to give more options for people do not
have time on weekdays. It is very common in young people and adults who during
the week do not have time to learn an extra language so they choose to be part of
the Saturdays English system that allows to learn the language in a long period of
4
time as it is done only Saturday, this has an span of two months by level and it
takes a long time to be graduating, but it is a good option in order to take
advantage of time and do not waste it.
Intensive programs works to learn English more efficiently, these classes are
imparted from Monday to Friday, it is more easily to get the diploma in a short time
because every day and the contents are the same but it has a fast forward, the
advantage to impart classes at night for people who just have time at night or
prefer what the schedule that they prefer during the week. Many people like
Saturdays programs and others prefer the intensive program, there are a lot of
differences between Saturdays and Intensive Programs and some aspect to take
into account to make a good decision in the way that help in the development of
people.
1.2. SCOPE OF THE WORK
The action research study differences between Saturday and intensive

course its going to give to our group the knowledge about what students think
about studying between these courses. First, were going to the Saturday levels
giving surveys asking about their thoughts between Saturday and intensive levels,
then, were going to the intensive levels asking for the same thing.
Also, we will ask another people like the teachers to know what is like to
teach only on Saturdays or the whole week and a part of that well ask if it is the
same content that they teach in the intensive or in the Saturday levels or if they
have to summarize the content on Saturdays the idea is good just better it. After
that we are going to compare the surveys and were going to use computer
programs to make graphics comparing all the surveys that we made and well take
in count all the persons that participated in the survey.
Another thing is that we are going to interview people from the Saturday and
Intensive level asking questions like: do you prefer Saturday or intensive levels?
5
Why do you prefer any of both? Do you think you study the same content in the
intensive as in the Saturday? Which would you recommend?
After all those steps well know what people think about these two courses
and it will be easier to recommend any of both courses to younger students and
also this will be a very interesting investigation. But we cannot talk deeply about
the scope of the work because we havent give the surveys yet but during level 20
well do that work and well take in count the students and teachers opinion.
1.3. RESEARCH QUESTION
What are the differences between the quantity and quality of the academic
content that is taught in the intensive English course and the Saturday english
course?
1.4. JUSTIFICATION
English language is considered the standard language around the world. It

is the language which is supposed to communicate with people around the world.
That is why today the English language means more than the ability to speak a
different native language, one of the greatest opportunities of professional and
personal development worldwide. At present, to speak English could mean a
promotion at work, a scholarship in educational institutions or employment for
those who have no profession; and not knowing talk, it could mean dismissal from
work, fewer job opportunities and an empty field, which needs to be filled in the
rsum.
That is, speaking English is a fundamental requirement in large and

important companies, which makes it a source of employment and stronger
opportunities. For these reasons, learning English, for some people, it is no longer
an option. Those who aspire to high office, proposed out do themselves and seek
professional success, they decide to learn English. Use this language as a tool to
help them reach, meet and exceed your goals.
6
Probably sometimes ago, the English was not considered essential for
personal or professional growth of a person, indeed, it was in some cases not
known. Learn it was not relevant to anyone. But over the years, he appeared
globalization; borders were broken and overnight we saw as one. In America, for
example, came the biggest boom in the United States; all countries now
considered small, wanted to make alliances with them, which made them the
greatest world power. His native language was English, which differed from that of
the countries they needed to ally with them. It was then that the language of world
power was set as the default language globally. English.
Since then, relations between countries who speak different languages is

English; between firms need to partner, but who speak different languages, it is in
English; and relationships with anyone in the world who do not speak the same
language is English. It is the basic language, like technology, which cannot handle
it, is considered by many writers as an "illiterate of the century".
To avoid such labels to people who want to grow in the professional area,
have been appropriate in all parts of the world, different courses of English, which
for different ages, schedules, and personal learning systems are suited. Teachers
teach engaged, are engaging person to different people and they must be trained
with different teaching strategies to ensure effective language learning. All this in
order to promote English language development to increase, rather than individual,
social. Because if English means development for one person, it might mean
development for a whole country.
Therefore, these courses have been adapted to the needs of each person.
For example, in the National University of El Salvador (UES), English courses are
offered at different times, at different times and at different ages, "Provide the
school population learning English language in an easy way" (Carranza Karina,
2008)
Courses are taught Monday through Friday, for two hours a day; and others
who are held on Saturday, four hours a day. Although the courses taught on
Saturdays, are a great opportunity for people who have occupied their entire week,
7
the quality and quantity of academic content that is taught, is not equitable with
respect to intensive course. This could bring certain advantages and
disadvantages when choosing the schedule in which each person chooses to study
English. But that would happen to the background if all students who graduate from
English Extension Program of the National University of El Salvador, could speak
English fluently. That, precisely, is the initialpurpose of this investigation.
1.5. RESEARCH OBJECTIVES

General Objective:
To identify the main differences of the development of listening skills

between Saturday program students and Intensive program students at the
Western Multidisciplinary Campus of the University of El Salvador.
Specific Objectives:
To know the difference in the development of students listening skills if they

study English five days in a week or just one day.
To analyze the benefits obtained in both courses and to see which course
students leave better prepared.
8
CHAPTER Il:
THEORETICAL FRAMEWORK
2.1 BACKGROUND
2.1.1 HEYDAY OF LEARNING ENGLISH IN CENTRAL AMERICA
Throughout history, from the division of languages at the Tower of Babel, one of
the greatest aspirations of much of mankind has been able to express themselves not
only in their own language, but in languages other groups or cultures. They use to
communicate with their social group. In the XIIX century, when each country lived under
their own rules and standards; when constructing boundaries between people and
countries was the most important; when nobody knew or needed to know what was
happening around the world; at that time, speak the language of others not crossed the
mind of any of the people of Central America. However, an event forever changed the
way countries, called small, saw the world. In the early nineteenth century, the greatest
event in history (even bigger than the World War I) emerged, this event included all
countries. We are talking about globalization. More than an event, I was called process.
A process of growth, development, alliances, unification; or at least that was raised. The
boundaries had been built to divide countries, were destroyed; there was need to create
relationships with people (and countries) with underdeveloped countries who had never
had any contact; the languages were mixed and the news ran back and forth at the
speed of new technologies. Everything was new and very surprising for small countries.
Nobody understood how to handle the situation. To grow, or exist as a country should
be at least one direct relationship with any of the major countries (most of them were in
Europe). The only country with which the Central Americans could do was US alliances.
This would represent in America the growth opportunity for Central American countries;
give them security, world renowned, but overall economic stability, or at least it was
supposed to. What small countries reached not see, for the lack of development in their
society, it is that this was merely a strategy to grow to countries that were already large.
9
Central American countries became small colonies for Americans and were only
workers who could handle as they pleased, as his puppet puppeteer.
Blinded by the need for development, Central American countries decided to

make alliances with the United States. However, missing a detail, to create relationships
with them should speak their language, which was very different from their native
language. This language is English. Gradually more countries, even outside of America,
wanted to create relationships and alliances with the United States. It was thus came
the boom of teaching English. Speak English represented a great opportunity to join the
United States to strengthen the economy and security of their country of origin, for
which millions of people simultaneously opted for English lessons to help them to mean
development for their country. Thus, United States of America (and its native language)
became the greatest world power. Who did not have an alliance with them, he had no
place in the world. Thus in each country, English courses were implemented at the
same time and simultaneously around the world was learning to speak English. Which
solidified globalization, and now they were like one. All who spoke different languages
communicated by one, English. Slowly, over the years, talking about this language
fluently became part of a major curriculum requirements for large and important
companies. Now day means a decent job and a basic need to work anywhere. Well
today be stopped dealings with people and are made with companies, partnerships are
not made with armies but with entire countries and relations are created directly, for this
a common language is needed. English.
From 1924, came the first offers from foreign teachers to teach private classes in
English and other languages (Gonzalez, 1978, p. 345). The teaching method used in
recent years presumably was based on the translation Grammatical, method boom in
teaching classical languages which was adopted for the teaching of modern languages.
Thus, the teaching of English was part of our educational system since its inception.
With the creation of primary schools - secondary schools precursors of secondary
school, English lessons become part of the curriculum. In 1947 secondary schools were
established, which also included the English in their curriculum. According to Gonzalez
(1976), the German Direct Method was adopted. This method requires learning a
10
second language should be equal to the first, spontaneous, with much oral activity,
without using the translation and little or no analysis of grammatical rules (Brown, 2000,
p. 45) However, it was not until 1957 when for the first time professionalized teaching
English in Central America, with the opening race of English at the Faculty of Education
at the University of Costa Rica. The curriculum of this race lasted four years and
included language, literature, teaching methodology and practice, in which the approach
was the audio-lingual method. texts were used: the English Pattern Practices, Lessons
in Vocabulary and Sentence Patterns English both Robert Lado and Charles Fries
series; Reading in Ingls Dorothy Danielson and Rebecca Hayden; Literature of
America and Literature of England Mildred Foster, and Basic Speech Jon H. Erickson
and Paul Boase.
Through this historical review shows how interest in teaching English in Central
America has increased over time. It has gone through a series of stages from the early
nineteenth century, when the goal was for the student to translate and understand texts
written in English, until today that the main interest is in learning and use of English for
oral communication. These have been the most significant changes in transformation
and modernization of teaching English in the region, which is a big step for the
challenge facing education in the new millennium.
2.2 ENGLISH IMPORTANCE
All human beings have developed communication skills through language. A

language is fundamentally a system of human expression through the use of words
used to express the meanings and feelings. More generally we decide that the use of a
language enables communication. The English language goes back to the middle of the
V century AD. To study the history of the English language, they are usually set three
major periods: the Old English, ranging from the year through; Middle English, from year
to English and modern, from this last date to the present.
English is today the most widespread Western language. Political and economic
importance of Britain and spread of colonization in the nineteenth century and the first
11
half of the twentieth century made this language the official language of the USA,
Canada, Australia New Zealand and the Republic of South Africa. It was also the trade
language and / or relationships in various countries and regions of Africa and Asia.
About 300 million people in major ethnic blocks and scattered areas speak this
language. Surely there is no offering around the world where there is no person to
speak, read or study the English language.
For these reasons, English is the language that is most likely to become
"international lingua franca,the need for a universal language to facilitate
communication between citizens of the world has been raised on many occasions. The
English have come to build especially in the area of science language that facilitates
relationships between scientists and the dissemination of works in different parts of the
world. For that has been published on any subject and who have done so, you need to
consult indexes and abstracts (indexes" and "abstracts") published in English.
These are internationally recognized as the most comprehensive source for

locating mammograms in all languages and in all areas of knowledge, much of the
scientific work itself was published in journals and books in the English language. Today
therefore, the individual who wants to deepen in any area of study will need to have a
good knowledge of this language.
- Pyles, Thomas. The origin and Development of English language. New Yorj, Harcourt
Brace Jovanovich, 1971.
The importance of English today is making longer considered as an alternative

and complement to the training and becomes a training requirement on a personal level
in order to achieve a comprehensive development in many areas of life, whether
professional, academia and even the staff.
Currently, English is the language most commonly used as a first or second

language, being the first case, about 400 million people worldwide, while the British
Council estimates suggest that by 2015, some 2,000 million people will learning as a
second language. With this, in less than a decade, the English will be spoken by some
3,000 million people, almost half of the total population of the earth. In this sense, there
12
is no doubt that it will become (if it is not already) an essential requirement to access a
much lde job offers that are published in the medium term.
The importance of English is evident even on a personal level: approximately

80% of the information stored electronically is available in English, while 40 million
Internet users about 80% communicate in English. If you do not want to stay offside in
the field of new technologies and Web 2.0, sooner or later you have to "keep you going"
and learn the language of Shakespeare.
As I mentioned above, given the importance of English today, we could confirm

that this is a mandatory training professionally to enter the labor market. This is because
with the unstoppable advance of globalization, an increasing number of companies
operating internationally, and as we have seen, English is the "common language" par
excellence. Furthermore, not only privately. In the case of competitions, proof of
knowledge of a second language at an intermediate-advanced level is useful to face the
scale of merit. This is especially relevant in the case of opposition to the body of
teachers, which may be able to qualify for bilingual posts, much less competitive than
the rest.
In these cases, it is essential to certify and accredit officially and internationally

recognized English proficiency. With this, we will have more chances of success in the
labor market, increasingly demanding, hard and competitive. To this time, are made
available to students a number of recognized certificates by the European Council, to
help determine officially and heterogeneous in any EU country, mastering different
languages. To obtain one of these official certificates, it is recommended that some
English courses that have formal qualifications or to prepare us for a test organized by
different official language schools.
2.3 ACADEMIC AND EDUCATIONAL ADMINISTRATION IN

EXTENSION PROGRAMS ENGLISH LANGUAGE.
13
In any university program, consider certain features in two key areas,
administrative and academic, that support the success of the program and the quality of
educational services to the population is provided within delas which is planning all
activities to be implemented and the role it should take the trustee (Koontz, 2004) in this
case, English language programs.
Defines educational administration as the search for solutions in an educational

organization at any level, allocation and coordination of the various resources that it
has, whether material, financial, technological or academic, in order to achieve the
objectives and goals set by the institution. Cortes (2008).
This leads to develop four foundations having the general administration, which
apply to educational administration, which are (Robbins, 2002):
a. Planning
b. Management
c. Control
d. Evaluation
When a program, regardless of the aim pursued, it is essential to carry out first stage
of planning or also called planning, which develops becomes the beacon that guides all
the processes involved in the program for effective development and achievement of
objectives.
2.3.1 IMPLEMENTATION OF THE ENGLISH LANGUAGE
In the previous section, the activities involved in educational planning described,

which are applicable to an extension program of English and it is carried out under
optimum conditions so that the process of learning the language is a success. Its
14
success lies in carefully analyzing the educational structure that addresses the
management skills and the ability to negotiate (Cons, 2004).
In outreach programs English language must be a correct implementation of the

educational program that has been established in the institution, which includes the
development of content, application of the appropriate methodology for achieving the
objectives, and use of educational and technological resources necessary for the
learning process to develop optimally and should also know how to handle and apply
criteria for selection of teachers; based on the skills and capabilities required must
possess a teacher who teaches English. (University of El Salvador, 2006).
It is advisable that teachers plan their classes balancing the development of skills
and activities, not only within a lesson or class but each planning concatenating with
each other according to the teaching program of the course.
In addition, the work of the teacher teaching English is to provide students with
the construction of knowledge schemes, development of language skills: listening,
speaking, reading and writing, summing it up to "communicate" using the language
taught significantly and practice. This process allows collecting information and making
value judgments necessary for orientation and decision-making on all the components
of the gear teaching, use and quality of materials, detection of previous knowledge of
students; and their learning styles.
English teacher should use all available means: to provide information previously
organized through a logical sequence of activities, provide various models of action and
interaction in the classroom, oriental student to tackle new tasks and correct
misconceptions. Hence, the basis for the evaluation, which is an element and
fundamental process in educational practice, is derived.
The teacher who teaches English should know the importance of why evaluate;
because the evaluation is intended to:
a) To investigate the level of knowledge.
15
b) Make a critical reflection on the results and make the necessary movements for
decision making.
In addition, According Ur (2000) evaluation is essential because:
1. Provides the teacher / an n or information about the level the student is and as
the teacher lets you know what the next step to teach.
2. Allows the student to know that you know, you need to review, reinforce and / or
learn.
3. It provides criteria for promotional or n for from one to another stage and / or
education.
4. You should motivate students to learn to review a specific subject content.
5. Alow teachers tomake decisionsofstrategic changesto change the environmentof

a class.
6. Provides students a tool of what has been achieved, he has learned and the way
learning takes.
2.4 DIFFERENCES BETWEEN STUDYING 5 DAYS PER WEEK AND

JUST ONE
There are a lot of paradigms about learning English, most of people think that if they
have classes the whole week they're going to learn faster or another things, sometimes
it happens but actually everything is about how you strive to learn the language, and it
doesn't matter if you just study one day per week, what you have to do is to practice
every day and it doesn't matter if you practice alone because you can look for another
ways like watching movies in English or listening to music and memorize the lyrics or
watch videos about different people speaking English or whatever you want, all those
things are going to help you to improve your skills with the language, but if you study
16
every day we could say that is kind of better because you're always interacting with your
classmates everyday so that means that you are practicing the language constantly.
Some advantages about studying five days a week are for example that you could learn
the language faster Obviously, the best known and expected advantages about these
types of courses is that you learn English faster. If you really get serious about this
intensive course, you will see that you can learn pretty much what you would do in
conventional courses of nine months. The grammar studied is the same and vocabulary
too, but in a smaller period of time. It is not the same exposing yourself to the English
language five hours a day than four hours a day in a week. Also you study more topics
in less time and, if the course is good you'll see the improvements quickly.Another good
thing is that you'll meet new people whether you do the intensive course near where you
live, as if you go abroad, you will meet a lot of people with whom you can share tastes,
interests and desire to learn the language. You will see that you will help each other and
you'll get to form a group with which you answer questions that have been left after
classes. After hours of studying, it is never bad to take a breath and hang out with your
classmates, discuss the classes, converse in English and another things.
If we talk about advantages we'll talk about disadvantages too and one of those is that
not all that glitters is gold.The first thing in the market is that is that you'll find all kinds of
intensive English courses: good, regular, bad and worse ... and among them lots of
styles and colors. Get the truth about where you invest your money. At the academy or
company that will organize the course, question everything as much as you can. It's
your money, your future and your effort. And stay away as leprosy of these intensive
courses that offer guaranteed results: those who tell you that in two weeks you'll be
speaking English like a native. That does not exist, unless they have invented English
chip that are inserted into your brain.
Another disadvantage is that you'll have to study too much at home.One of the
drawbacks to study an intensive course is that students need a high degree of
motivation to study at home because classes will be like an arrow with grammar and
17
vocabulary, so the students are the ones who have to spend time at home to do the
tasks that are asked.Now we'll mention some advantages about studying just one day
per week, one of those is that you have more days to study the class you received in
the week and you have more free time to do your daily tasks. Another advantage is that
when you receive the class you are always with the desire to study because you have
more freedom to study at home.
Some disadvantages about studying just one day per week is that some persons don't
study anything the other free days, some people never practice outside the classroom,
and anotherpeople don't even open their book to check if they have homework.Another
disadvantage is that the period of time that you'll be studying is going to be longer and
sometimes people get stressed because they think that the course will never end.
In conclusion, as we have seen, an intensive English course has its advantages and
disadvantages. Despite the disadvantages are far lower than the benefits, each student
must take what they work best and if it is the first time you must find time to study on
their own, require extra effort of organization and motivation Intensive English courses
are great to learn the language more quickly, so they are very useful to accelerate the
learning process and see results in a short time.But in the other hand studying one day
per week has its benefits too, because if you are trying to study less time because you
have to work during the week or because you have to do another personal things,
studying Saturday courses are a great idea, although you know that the period of time
that you'll be studying is going to be longer. Make sure, before buying one of these
courses, that the agenda fits your needs. Do not stay with the first course you see on
the Internet, keep looking for, compare, get the facts, question ... because these
courses are not cheap and are not to waste time and money.
CHAPTER Ill:
METHODOGICAL DESIGN
18
3.1 DATA COLLECTION PROCEDURES
Some surveys (90 per program) were passed, the results of these surveys are
presented below:
INTENSIVE PROGRAM
1. Why did you chose this program?
Purpose of the question

To know the main reason for students to choose the intensive program.
Alternatives Absolute frequency Percentage

Work 6 20%
Preference 6 20%
Family 2 6%
Study 16 54%
Total 30 100%
Table number 1
19
Reasons
20%
54%
20%
6%
Work Preference Family Study
Chapter 1
According to Table 1 , 54% of students choose this intensive program for their external
program to English studies ; the second reason is by preference and work with 20% ;
the last reason I choose to study intensive program is for family reasons , this is
reflected in the table with 6% .
SATURDAY PROGRAM

To know the main reason for students to choose theSaturday program.

Work 5 17%
Preference 4 13%
Family 3 10%
Study 18 60%
Total 30 100%
Table number 2
20
Reasons
17%
13%
60%
10%
Work Preference Family Study
Chapter 2
According to Table 2 , 60% of students choose this intensive program for their studies;
the second reason is by work with 17% ; then they choose their program because of
preference that have the 13%; the last reason I choose to study intensive program is for
family reasons , this is reflected in the table with 10% .
INTENSIVE PROGRAM vs. SATURDAY PROGRAM

To know the main reason for students to choose their English program.
Alternatives Intensive Program Saturday Program

Work 20% 17%
Preference 20% 13%
Family 6% 10%
Study 54% 60%
Total 100% 100%
Table number 3
21
Comparison
Preference
Family
Study
Work
0% 10% 20% 30% 40% 50% 60% 70%
Saturday Program Intensive Program
Chapter 3
According to Table 3, people choose to study in the Saturday program for studies
reasons because it has a 6% above the number of people who take intensive program
for reasons of study; however, according to the chart, students prefer the intensive
course, since this has a 7% above Saturday program; for work and family is very similar
response in both courses.
INTENSIVE PROGRAM
2. How long have you been studying this program?

To know the influence of the amount of time students have been exposed to English
language in Intensive Program.

1 year 7 24%
2 years 11 36%
Three or more years 12 40%
Total 30 100%
Table number 4
22
Time
24%
40%
36%
1 Year 2 Years 3 Years
Chapter 4
According to Table 4, 36% of students have been studying for three or more years in
intensive program, it means that they have been exposed more time to English
language; 40% for 2 years; and 24% just for 1 year.
SATURDAY PROGRAM

language in Saturday Program.

1 year 12 40%
2 years 6 20%
Three or more years 12 40%
Total 30 100%
Table number 5
23
Time
40% 40%
20%
1 Year 2 Years 3 Years
Chapter 5
According to Table 5, in Saturday Program is the same number of students who have
been studying in the English course for over 3 years than those who have been
studying for a year, both have 40%; the other 20 % are students who have been
studying for two years.

language in each Program.

1 Year 24% 40%
2 Years 36% 20%
Three or more years 40% 40%
Total 100% 100%
Table number 6
24
Comparison
1 Year
2 Years
3 or more years
0% 5% 10% 15% 20% 25% 30% 35% 40% 45%
Chapter 6
According to table 6, students that study in Saturday Program have more time studying
English, students of Intensive program haves just one or two years studying.
INTENSIVE PROGRAM
3. Value 1-4, how well do you dominate the language?

To know the capacity that the student consider they have to dominate English language
in the intensive program.

1 1 4%
2 8 26%
3 19 64%
4 2 6%
Total 30 100%
Table number 7
25
Value
6%4%
26%
64%
1 2 3 4
Chapter 7
According to Table 4, 64% consider that they are almost professionals dominating
English; 26% think that they are in a medium place about the language; 10% say that
they cant dominate English very well.
SATURDAY PROGRAM

To know the capacity that the student consider they have to dominate English language
in the Saturday program.

1 0 0%
2 6 20%
3 24 80%
4 0 0%
Total 30 100%
Table number 8
26
Value
20%
80%
1 2 3 4
Chapter 8
According to Table 4, 80% consider that they are almost professionals dominating
English; 20% think that they are in a medium place about the language; nobody say that
is a professional or cant speak English.


To know in which program students consider that they can dominate English better.

1 4% 0%
2 26% 20%
3 64% 80%
4 6% 0%
Total 100% 100%
Table number 9
27
Comparison
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
Chapter 9
According to table 9, people who study in Saturday program consider that they can dominate
English better than students of intensive program. In the last one, there are some students that
think they cant dominate the language.
INTENSIVE PROGRAM
4. How many times in a week do you use audiovisual resources in the classroom?

To know the frequency with which students are exposed to activities where they must
use listening skills in Intensive Program.

Always 3 10%
Sometimes 17 58%
Once a week 2 6%
Never 8 26%
Total 30 100%
Table number 10
28
Frequency
10%
27%
6%
56%
Always Sometimes Once a week Never
Chapter 10
According to Table 10, there are two big percentages: 54% of students are exposed to
audiovisual resources sometimes in a week; 26% never do this kind of activities. The
other 16% say that just once a week they receive audiovisual practices.
SATURDAY PROGRAM
4. How many times in a week do you use audiovisual resources in the
classroom?

To know the frequency with which students are exposed to activities where they must
use listening skills in Saturdays Program.

Always 0 0%
Sometimes 16 53%
Once a week 5 17%
Never 9 30%
Total 30 100%
29
Table number 11
Frequency
30%
53%
17%
Always Sometimes Once a week Never
Chapter 11
According to Table 10, there are two big percentages: 53% of students are exposed to
audiovisual resources sometimes in a week; 30% never do this kind of activities. The
other 17% say that just once a week they receive audiovisual practices.

4. How many times in a week do you use audiovisual resources in the classroom?

To know in which English program, students receive more audiovisual practices that can
help them to improve their listening skills.

Always 10% 0%
Sometimes 58% 53%
Once a week 6% 17%
Never 26% 30%
30
Total 100% 100%
Table number 12
Comparison
Never
Once a week
Sometimes
Always
0% 10% 20% 30% 40% 50% 60% 70%
Chapter 12
According to table 12, people who study in Intensive Programs are more exposed to audiovisual
resources during a week. Compared to Saturday Program, there are more people who never
receive audiovisual practices and the other ones receive them just once a week.
INTENSIVE PROGRAM
5. Which listening activities do you do daily?

To know the activities that the teachers of Intensive Program do to improve students
listening skills.

Little presentation 3 10%
Audios 10 34%
Group conversations 6 20%
31
All 11 36%
Total 30 100%
Table number 13
Activities
10%
36%
34%
20%
Little presentation Audios Group conversation All
Chapter 13
According to Table 13, in Intensive Program, there is a basic activity that the teachers
do, the usage of audios that have the 34%; then, other students said that they do all
kind of activities during the classes in the classroom.
SATURDAY PROGRAM

To know the activities that the teachers of Saturday Program do to improve students
listening skills.

Little presentation 1 4%
Audios 10 34%
32
Group conversations 8 26%
All 10 34%
Abstention* 1 3%
Total 30 100%
Table number 14
*the abstention is because one student didnt realize that there were questions behind the
page.
Activities
1% 4%
34%
34%
26%
Little presentation Audios Group conversation

All Abstention
Chapter 14
According to Table 14, in Saturday Program, the 34% say that they practice their
listening skills with some audios: but there is another 34% that say that they use all kind
of listening activities; 26% practice with 26%; and just 4% do little presentation during
the classes.

To know in which English program, students receive better practices for improve their
listening skills.
33
Little presentation 10% 4%
Audios 34% 34%
Group conversations 20% 26%
All 36% 34%
Abstention* 0% 3%
Total 100% 100%
Table number 15
page.
Comparison
Abstention
All
Group conversations
Audios
Little presentation
0% 5% 10% 15% 20% 25% 30% 35% 40%
Chapter 15
According to table 15, in Intensive Program, students practice more activities for improve their
listening skills; there is 2% more than Saturday Program who say that they practice all activities
in classes; and there is 6% in Intensive Program more than Saturday Program who say that
they do little presentation.
INTENSIVE PROGRAM
6. Do you have listening activities before the exams?

To know how the teacher of Intensive Program spend the time before the exams to
improve the grades of students.
34
Yes 16 54%
No 14 46%
Total 30 100%
Table number 16
Do you do it?
46%
54%
Yes No
Chapter 16
According to Table 16, in Intensive Program, 54% of the students receive listening
practices before the exams; but the 46% dont.
SATURDAY PROGRAM
6. Do you have listening activities before the exams?

To know how the teacher of Saturday Program spend the time before the exams to
improve the grades of students.
35
Yes 21 70%
No 8 27%
Abstention* 1 3%
Total 30 100%
Table number 17
page
Do you do it?
3%
27%
70%
Yes No Abstention
Chapter 17
According to Table 16, in Saturday Program, 70% of the students receive listening
practices before the exams; but the 27% dont; just 3% didnt answer.

6. Do you have listening practices before de exams?
36
To know in which English program, students receive more listening practices before de
exams to improve their grades.

Yes 54% 70%
No 46% %
Abstention* 0% 3%
Total 100% 100%
Table number 18
page
Comparison
Abstention
No
Yes
0% 10% 20% 30% 40% 50% 60% 70% 80%
Chapter 18
According to table 18, in Saturday Program (70%), students receive more practices before the
exams, it has a 16% more than Intensive Program (54%); just 3% didnt answer.
INTENSIVE PROGRAM
7. How often do you do listening activities in the exams?
37
To know how the teacher of Intensive Program try to improve the listening skills of the
students in the exams.

Always 8 27%
Sometimes 20 67%
Never 2 6%
Total 30 100%
Table number 19
Frequency
6%
27%
67%
Always Sometimes Never
Chapter 19
According to Table 19, in Intensive Program, 67% of the students sometimes receive
listening evaluations in the exams; 27% receive them always; 6% never receive them.
SATURDAYS PROGRAM
38
To know how the teacher of Saturday Program try to improve the listening skills of the
students in the exams.

Always 5 17%
Sometimes 23 77%
Never 1 3%
Abstention* 1 3%
Total 30 100%
Table number 20
page.
Frequency
3% 3%
17%
77%
Always Sometimes Never Abstention
Chapter 20
According to Table 20, in Saturday Program, 77% of the students sometimes receive
listening evaluations in the exams; 17% receive them always; 3% never receive them;
and 3% didnt answer.

39
To know how often students of different programs receive listening activities in the
exams to evaluate their listening skills.

Always 27% 17%
Sometimes 67% 77%
Never 6% 3%
Abstention* 0% 3%
Total 100% 100%
Table number 21
page
Comparison
Abstention*
Never
Sometimes
Always
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
Chapter 21
According to table 21, in Saturday Program (77%), students sometimes receive listening
activities in the exams, it has a 10% more than Intensive Program (67%); but in Intensive
Program (27%) students always receive listening activities in the exams, it has 10% more than
Saturday Program (17%).
INTENSIVE PROGRAM
8. How well do you understand what the teacher says?
40
To know the capacity of students of Intensive Program to understand English language
from someone who can speak it very well.

Excellent 11 36%
Good 17 58%
More or less 2 6%
Bad 0 0%
Total 30 100%
Table number 22
Quality
6%
36%
58%
Excellent Good More or less Bad
Chapter 22
According to Table 22, in Intensive Program, 58% of the students have a good
understanding about what their teacher say; 36% can understand them excellent; 6%
can understand English language more or less.
SATURDAY PROGRAM
41
To the capacity of students of Saturday Program to understand English language from
someone who can speak it very well.

Excellent 12 39%
Good 17 58%
More or less 0 0%
Bad 0 0%
Abstention* 1 3%
Total 30 100%
Table number 23
page
Quality
3%
39%
58%
Excellent Good More or less Bad Abstention
Chapter 23
According to Table 23, in Saturday Program, 58% of the students have a good
understanding about what their teacher say; 39% can understand them excellent; 3%
didnt answer.

42
To know in which program the students have more to understand English language from
someone who can speak it very well.

Excellent 36% 39%
Good 58% 58%
More or less 6% 0%
Bad 0% 0%
Abstention* 0% 3%
Total 100% 100%
Table number
page
Comparison
Abstention
Bad
More or less
Good
Excellent
0% 10% 20% 30% 40% 50% 60% 70%
Chapter 24
According to table 21, in Saturday Program (58%), students understand well what teacher say,
the same as the Intensive Program (58%); but in Saturday Program (40%) students understand
excellent what teachers say, it has 3% more than Intensive Program (36%). In Intensive
Program 6% can understand teacher more or less.
INTENSIVE PROGRAM
9. Which is the easiest area for you to practice English?
43
To know which skills are developing more in the Intensive Program classes to be
considered as the easiest area for students.

Listening 8 26%
Writing 11 37%
Reading 11 37%
None 0 0%
Total 30 100%
Table number 25
Areas
26%
37%
37%
None Reading Writing Listening
Chapter 25
According to Table 25, in Intensive Program, 37% of the students consider that the
easiest area for them is reading and writing; just the 26% consider that is listening.
SATURDAY PROGRAM
44
To know which skills are developing more in the Saturday Program classes to be
considered as the easiest area for students.

Listening 8 27%
Writing 9 30%
Reading 12 40%
None 0 0%
Abstention* 1 3%
Total 30 100%
Table number 26
page
Areas
3%
27%
40%
30%
None Reading Writing Listening Abstention
Chapter 26
According to Table 26, in Saturday Program, 40% of the students consider that the
easiest area for them is writing; 30% think that is reading; just the 27% consider that is
listening.

45

To know which skills are developing more in each Program classes to be considered as
the easiest area for students.

Listening 26% 27%
Writing 37% 30%
Reading 37% 40%
None 0% 0%
Abstention* 0% 3%
Total 100% 100%
Table number
page
Comparison
Abstention*
None
Reading
Writing
Listening
0% 5% 10% 15% 20% 25% 30% 35% 40% 45%
Chapter 24
According to table 21, in Saturday Program (40%), reading is the easiest area; in Intensive
Program (37%) is reading and writing; however, listening hast the last percentage in each
program: Intensive (26%) and Saturday (27%).
46
CHAPTER IV:
CONSLUSION AND RECOMMENDATIONS
4.1 CONCLUSION
In conclusion, we can say that in the development of listening skills greatly influences
the time students take to be part of a program of English, in addition to the weekly time
they are exposed to the English language. However, the statistics presented above are
no major differences between the development of listening skills of students in the
Intensive Program and the Saturday program. But if we had to choose which program
are more developed these skills , we would say that in none , because according to the
last question of statistics "listening " is the area that all students considered the weakest
to practice the English area , this means no difference , but there is still a problem. It is
that all students of the Foreign Language Department of the University of El Salvador at
the Western Multidisciplinary Campus (UES- WMC) have very little listening skills.
47
4.1 RECOMMENDATIONS
Use audiovisual (videos, songs, audios, etc.) resources during each class.
Do listening practices before each exam.
Do evaluations using listening activities.
Homework about some audios that the students have listened.
Little presentations in classes each day.
48

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UNIVERSITY OF EL SALVADOR

WESTERN MULTIDISCIPLINARY CAMPUS

Santa Ana, April 2nd, 2016

1.1 DESCRIPTION OF THE PROBLEM.....................................................................................3

1.2 SCOPE OF THE WORK.................................................................................................. 4

1.3 RESEARCH QUESTION..................................................................................................5

1.5 RESEARCH OBJECTIVES................................................................................................ 7

CHAPTER II THEORETICAL FRAMEWORK........................................................8

2.1 HEYDAY OF LEARNING ENGLISH IN CENTRAL AMERICA.........................................................8

2.2 ENGLISH IMPORTANCE......................................................................................... 10

2.3 ACADEMICAL AND EDUCATIONAL ADMINISTRATION IN ENGLISH LANGUAGE

CHAPTER III: METHODOLOGICAL DESIGN...........................................................17

3.1 PARADIGM DESIGN.................................................................................................... 17

3.5.1 Data collection procedures...........................................................................18

3.5.3 Data processing........................................................................................... 18

CHAPTER IV: CONLUSIONS AND RECOMMENDATIONS...................................46

The English language opens doors to many opportunities, but it is still in

1.2. SCOPE OF THE WORK

The action research study differences between Saturday and intensive

1.3. RESEARCH QUESTION

English language is considered the standard language around the world. It

That is, speaking English is a fundamental requirement in large and

Since then, relations between countries who speak different languages is

1.5. RESEARCH OBJECTIVES

To identify the main differences of the development of listening skills

To know the difference in the development of students listening skills if they

2.1.1 HEYDAY OF LEARNING ENGLISH IN CENTRAL AMERICA

Blinded by the need for development, Central American countries decided to

2.2 ENGLISH IMPORTANCE

All human beings have developed communication skills through language. A

These are internationally recognized as the most comprehensive source for

The importance of English today is making longer considered as an alternative

Currently, English is the language most commonly used as a first or second

The importance of English is evident even on a personal level: approximately

As I mentioned above, given the importance of English today, we could confirm

In these cases, it is essential to certify and accredit officially and internationally

2.3 ACADEMIC AND EDUCATIONAL ADMINISTRATION IN

Defines educational administration as the search for solutions in an educational

2.3.1 IMPLEMENTATION OF THE ENGLISH LANGUAGE

In the previous section, the activities involved in educational planning described,

In outreach programs English language must be a correct implementation of the

a) To investigate the level of knowledge.

In addition, According Ur (2000) evaluation is essential because:

4. You should motivate students to learn to review a specific subject content.

5. Alow teachers tomake decisionsofstrategic changesto change the environmentof

2.4 DIFFERENCES BETWEEN STUDYING 5 DAYS PER WEEK AND

Purpose of the question

Alternatives Absolute frequency Percentage

Work Preference Family Study

Purpose of the question

Alternatives Absolute frequency Percentage

Work Preference Family Study

Purpose of the question

Alternatives Intensive Program Saturday Program

0% 10% 20% 30% 40% 50% 60% 70%

Saturday Program Intensive Program

Purpose of the question

Alternatives Absolute frequency Percentage

1 Year 2 Years 3 Years

Purpose of the question

Alternatives Absolute frequency Percentage

1 Year 2 Years 3 Years

Purpose of the question

Alternatives Intensive Program Saturday Program