EFL methodological procedures to cope with seventh, eighth and ninth graders mixed- ability classes at Colegio Salesiano San José in Santa Ana in the year 2009

摘要

This quantitative study focuses on EFL Methodological Procedures to cope with seventh, eighth and ninth graders mixed-ability classes at Colegio Salesiano San José in Santa Ana in the year 2009. The aim of this study was to find out what techniques can be applied in the English classroom to cope with mixed-ability in seventh, eighth and ninth graders. The study started with a pre-observation at Colegio Salesiano San José to realize that the problem existed. Then, a written test was applied to the students to know their background of the English language. After that, students attended seven weeks of free English courses in which the researchers used peer tutoring, group work techniques and varied material focused on listening and writing skills. After the course finished, the researchers applied an exit test to students to compare the students’ performance after the techniques were applied. Then a questionnaire was administered to the students to know their opinion about the courses. Finally, an observation checklist was used by the researchers to collect data about students’ performance in their daily classes. However, the data obtained at the end of the post observation were not enough to prove that peer tutoring and group work techniques may reduce the phenomenon of mixed-ability in the English class.