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Abstract

In this action research, I want to share the experience I had when I applied warming
up activities to fifth graders at Centro Educacional Evanglico Hualpencillo, a
subsidized private school of Pentecostal Church Mission in Hualpn, during 2017.
My main objective was to get students' attention at the beginning of the class by
means of enjoyable and short activities as well as to observe how possible it was to
engage them in the steps that followed. I sought to explore students' involvement in
the English class while we tried to motivate them through appropriate warm ups. I
want to use journals, students' surveys and field notes to collect data. The analysis
of information collected will show us that the use of warm up activities increases
students' attention and helps us link the processes of the class.

Stage 2: Providing Same Conditions for the Listening Test

I found out that the students were not provided with the real test conditions when
practicing for their listening test. Therefore, I provided the students with similar
conditions and resources to the ones they face in their tests. The previous means
that the students practiced for their listening test in a classroom similar to the one in
which they do their tests, with the same space, in the same building, and the same
kind of speakers to listen to the recordings; and that they practiced doing similar type
of listening tasks: Sentence completion and double task.

Stage 3: Organizing the Action Plan Schedule

The listening practice was done twice a week, Tuesday from 12-13 pm, and
Thursday from 13-14 pm. These classes were given for a period of three weeks from
the 11th to the 27th of October. (See Appendix 5)
I prepared a PPT (see Appendix 2) where I transformed the strategies found in my
conceptual framework into techniques for each kind of listening task in the following
way:
Metacognitive strategies for self-regulation in learner listening (Goh 1997, 1998)
Strategy Technique
Planning: Preview main ideas before listening. Read the questions, underline
key words.
Decide in advance which part of the text to Read the whole text first, then
concentrate on. try to predict the exact word, words related to the topic, or word
category. Listening for a specific piece of information is much easier than listening
to the whole recording.(Sentence Completion technique.)
Monitoring: Check the appropriateness and Be sure to read the whole
the accuracy of what is understood and sentence and make sure your
compare it with new information. answer fits grammatically.
Each one of the lesson plans was designed according to the stages described
before and taking special care of the warming ups selection process. As the teacher
do not consider warming up activities as a part of the lesson plan, students are not
used to a positive and relaxed atmosphere to practice and experiment with the
language. They say hello, say a little prayer and read until the period before the
teacher writes the objective of the class and they passively copy the information from
the whiteboard. Based on the results of the questionnaire the problem of low scores
in the listening tasks had raised because of two main factors; the first one is the fact
that the students practice listening tasks under circumstances that are different from
those they are exposed to when doing a real listening tests. Moreover, the kind of
listening they did in their practice were not the same they did in their tests. The
second factor I identified was that they had not been taught any kind of technique to
do this kind of exercises. In order to narrow down my scope of research, I also
identified through the questionnaire that the sentence completion and the double
task were the two types of listening that were more challenging for the students. (see
Appendix 1)

1. Procedure
At this point the stages of my action research study will be described. Based on
my preliminary findings, I outlined the following action plan.
Stage 1: Teaching Listening Techniques
According to the questionnaire applied all the participants agreed with the
statement present in the first part of the questionnaire, which says that specific
techniques could be helpful to face the listening tasks. Therefore, I taught the
students specific techniques such as underline key words in the questions, try to
predict what the answer could be; to fulfil the two types of listening tasks that were
the most challenging for them: sentence completion, and double task, according
to the same questionnaire in part three Place in order of difficulty for you the
following kinds of listening exercises you do in class.(see Appendix 1)

Stage 2: Providing Same Conditions for the Listening Test


I found out that the students were not provided with the real test conditions when
practicing for their listening test. Therefore, I provided the students with similar
conditions and resources to the ones they face in their tests. The previous means
that the students practiced for their listening test in a classroom similar to the one
in which they do their tests, with the same space, in the same building, and the
same kind of speakers to listen to the recordings; and that they practiced doing
similar type of listening tasks: Sentence completion and double task.

Stage 3: Organizing the Action Plan Schedule

The listening practice was done twice a week, Tuesday from 12-13 pm, and
Thursday from 13-14 pm. These classes were given for a period of three weeks
from the 11th to the 27th of October. (See Appendix 5)
I prepared a PPT (see Appendix 2) where I transformed the strategies found in
my conceptual framework into techniques for each kind of listening task in the
following way:
Metacognitive strategies for self-regulation in learner listening (Goh 1997, 1998)
Strategy Technique
as before listening. Read the questions, underline key words.
art of the text to Read the whole text first, then
try to predict the exact word, words related to the topic, or word category. Listening
for a specific piece of information is much easier than listening to the whole
recording.(Sentence Completion technique.)
opriateness and Be sure to read the whole
erstood and sentence and make sure your
ation. answer fits grammatically.

Criteria
Grade

0 Absent
Present, not disruptive.
Tries to respond when called on but does not offer much.
1
Demonstrates very infrequent involvement in discussion.
Demonstrates adequate preparation: knows basic case or reading facts,
but does not show evidence of trying to interpret or analyze them.
Offers straightforward information (e.g., straight from the case or
reading), without elaboration or very infrequently (perhaps once a class).
2
Does not offer to contribute to discussion, but contributes to a moderate
degree when called on.
Demonstrates sporadic involvement.

Demonstrates good preparation: knows case or reading facts well, has


thought through implications of them.
Offers interpretations and analysis of case material (more than just facts)
to class.
Contributes well to discussion in an ongoing way: responds to other
3
students points, thinks through own points, questions others in a
constructive way, offers and supports suggestions that may be counter to
the majority opinion.
Demonstrates consistent ongoing involvement.

Demonstrates excellent preparation: has analyzed case exceptionally well,


relating it to readings and other material (e.g., readings, course material,
discussions, experiences, etc.).
Offers analysis, synthesis, and evaluation of case material, e.g., puts
together pieces of the discussion to develop new approaches that take
the class further.
4 Contributes in a very significant way to ongoing discussion: keeps
analysis focused, responds very thoughtfully to other students
comments, contributes to the cooperative argument-building, suggests
alternative ways of approaching material and helps class analyze which
approaches are appropriate, etc.
Demonstrates ongoing very active involvement.