| Sumario: |
The result of the English teaching efforts were not what was expected. The final objective of any teaching program in this language must be the mastery of basic structures of communication that perform efficiently in a world that requires graduates of universities and greater proficiency in the English language. If the student does not master communication in the second language in an acceptable manner by the end of the course, then something is failing from the beginning. That is why it is important to reinforce knowledge from the first years of instruction.
There are multiple factors that may be influencing this result. But this research will deal with the teaching methodology used in the classes, which is a factor that the teacher can control. The teacher must choose the most elective methodology based on preliminary studies that show positive performance in favor of significant leaning, and not just follow the trends that other people follow. By changing the methodology in teaching we will improve learning. Therefore, an experiment was carried out that consisted of teaching English with a method that has not been widely used in university classrooms: the TPR Storytelling or Linguistic Competence Teaching Method through Reading and Storytelling. T'his method was applied to two groups of first year tourism students at the Universidad Autónoma de Chiriquí.
Likewise, a scale was applied to measure anxiety in the classroom, given that this is recognized as a relevant factor in the success or failure of language learning.
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