Twelfth International Conference on e-Learning & Innovative Pedagogies

Abstract

This proposal focuses on the innovative pedagogy implemented in the English Teaching major for achieving expected learning outcomes of low-achieving students. The researcher conducted a study with ten low-achieving students, freshmen, enrolled in the Basic Skills I of the major during the year of 2017 at Universidad Nacional of Costa Rica. This investigation analyzes the effectiveness of strategies aimed at improving the participants’ English skills. In their placement test, compared with fifty more students of the same level, these students did not reach the level of A1 according to the Common European Framework Reference for Languages (CEFR). In order to make the learner feel more self-confident and more motivated, the researcher bases her teaching principles in the holistic approaches. Moreover, through pedagogical mediation, the learners became aware of different learning strategies that facilitated their second language development. They were requested to elaborate and carry out an individual plan of improvement in which they select their own tasks and assignments, mainly focusing on the skills that need further advancement. Also, they were given clear instructions, extra help, individual, pair and group, more resources, constant formative assessment of their proficiency level, and a weekly report of advancement during tutoring sessions. This strategy helped them not only enhance their performance but also develop skills to foster autonomous learning. The study demonstrated that the use of innovative pedagogies contributed to student motivation and the achievement of high learning outcomes.