pág. 5605
USE REALIA FOR STRENGTHENING THE
SPEAKING SKILL IN THIRD BASIC YEAR
STUDENTS IN RURAL SCHOOL
USO DE REALIA PARA EL FORTALECIMIENTO DE LA
HABILIDAD ORAL EN ESTUDIANTES DE TERCER AÑO BÁSICO
DE ESCUELA RURAL
María Maricela Nevárez Zambrano
Universidad Laica Eloy Alfaro de Manabí
Luis Miguel Romero Zambrano.
Universidad Laica Eloy Alfaro de Manabí
Daniela Marisol Nevárez Rosado
Universidad Laica Eloy Alfaro de Manabí
Evelyn Tatiana Loor Bailón
Universidad Laica Eloy Alfaro de Manabí
Mayra Auxiliadora Moreira Acosta.
Universidad Laica Eloy Alfaro de Manabí
pág. 5606
DOI: https://doi.org/10.37811/cl_rcm.v9i1.16241
Use realia for strengthening the speaking skill in third basic year students in
rural school
María Maricela Nevárez Zambrano1
mamaneza20@hotmail.com
https://orcid.org/0009-0000-1152-7834
Universidad Laica “Eloy Alfaro de Manabí”
Ecuador
Luis Miguel Romero Zambrano
luis.romero@pg.uleam.edu.ec
https://orcid.org/0009-0001-8647-1211
Universidad Laica Eloy Alfaro de Manabí.
Ecuador
Daniela Marisol Nevárez Rosado
daninevarez@live.com
https://orcid.org/0009-0006-2084-240X
Universidad Laica Eloy Alfaro de Manabí
Ecuador
Evelyn Tatiana Loor Bailón
evelyn.loor@pg.uleam.edu.ec
https://orcid.org/0009-0008-0300-031X
Universidad Laica Eloy Alfaro de Manabí
Ecuador
Mayra Auxiliadora Moreira Acosta
mayra.moreira@pg.uleam.edu.ec
https://orcid.org/0009-0004-7604-8606
Universidad Laica Eloy Alfaro de Manabí.
Ecuador
ABSTRACT
This research aim was identifying the effectiveness of using real objects for strengthening the speaking skill
of third-year primary school students in the English language class in Ecuador. From this perspective, the
research focused on a qualitative assessment based on documentary analysis, with a hermeneutic and
systematic approach; as well as field work to analyze the incidence of the use realia for strengthening the
speaking skill the English language applied to the context of the students' educational reality. Methods and
techniques of educational research were used in its development, such as: interview and observation form;
assessing the level of effectiveness and feasibility of the procedures developed for the appropriate use of
real objects in the teaching of the English language with emphasis on the development of speaking skills.
Keywords: real objects, skill, help levels, procedures
1 Autor principal
Correspondencia: mamaneza20@hotmail.com
DOI: https://doi.org/10.37811/cl_rcm.v9i1.16241
Use realia for strengthening the speaking skill in third basic year students in
rural school
María Maricela Nevárez Zambrano1
mamaneza20@hotmail.com
https://orcid.org/0009-0000-1152-7834
Universidad Laica “Eloy Alfaro de Manabí”
Ecuador
Luis Miguel Romero Zambrano
luis.romero@pg.uleam.edu.ec
https://orcid.org/0009-0001-8647-1211
Universidad Laica Eloy Alfaro de Manabí.
Ecuador
Daniela Marisol Nevárez Rosado
daninevarez@live.com
https://orcid.org/0009-0006-2084-240X
Universidad Laica Eloy Alfaro de Manabí
Ecuador
Evelyn Tatiana Loor Bailón
evelyn.loor@pg.uleam.edu.ec
https://orcid.org/0009-0008-0300-031X
Universidad Laica Eloy Alfaro de Manabí
Ecuador
Mayra Auxiliadora Moreira Acosta
mayra.moreira@pg.uleam.edu.ec
https://orcid.org/0009-0004-7604-8606
Universidad Laica Eloy Alfaro de Manabí.
Ecuador
ABSTRACT
This research aim was identifying the effectiveness of using real objects for strengthening the speaking skill
of third-year primary school students in the English language class in Ecuador. From this perspective, the
research focused on a qualitative assessment based on documentary analysis, with a hermeneutic and
systematic approach; as well as field work to analyze the incidence of the use realia for strengthening the
speaking skill the English language applied to the context of the students' educational reality. Methods and
techniques of educational research were used in its development, such as: interview and observation form;
assessing the level of effectiveness and feasibility of the procedures developed for the appropriate use of
real objects in the teaching of the English language with emphasis on the development of speaking skills.
Keywords: real objects, skill, help levels, procedures
1 Autor principal
Correspondencia: mamaneza20@hotmail.com
pág. 5607
Uso de realia para el fortalecimiento de la habilidad oral en estudiantes de
tercer año básico de escuela rural
RESUMEN
El objetivo de esta investigación fue identificar la efectividad del uso de objetos reales para fortalecer la
habilidad de habla de los estudiantes de tercer año de primaria en la clase de inglés en Ecuador. Desde esta
perspectiva, la investigación se centró en una evaluación cualitativa basada en análisis documental, con un
enfoque hermenéutico y sistemático; así como trabajo de campo para analizar la incidencia del uso de
objetos reales en el fortalecimiento de la habilidad de habla del idioma inglés aplicado al contexto de la
realidad educativa de los estudiantes. En su desarrollo se utilizaron métodos y técnicas de investigación
educativa, tales como: entrevista y formulario de observación; evaluando el nivel de efectividad y viabilidad
de los procedimientos desarrollados para el uso adecuado de objetos reales en la enseñanza del idioma
inglés con énfasis en el desarrollo de habilidades de habla.
Palabras clave: objetos reales, habilidad, niveles de ayuda, procedimientos
Artículo recibido 09 enero 2025
Aceptado para publicación: 13 febrero 2025
Uso de realia para el fortalecimiento de la habilidad oral en estudiantes de
tercer año básico de escuela rural
RESUMEN
El objetivo de esta investigación fue identificar la efectividad del uso de objetos reales para fortalecer la
habilidad de habla de los estudiantes de tercer año de primaria en la clase de inglés en Ecuador. Desde esta
perspectiva, la investigación se centró en una evaluación cualitativa basada en análisis documental, con un
enfoque hermenéutico y sistemático; así como trabajo de campo para analizar la incidencia del uso de
objetos reales en el fortalecimiento de la habilidad de habla del idioma inglés aplicado al contexto de la
realidad educativa de los estudiantes. En su desarrollo se utilizaron métodos y técnicas de investigación
educativa, tales como: entrevista y formulario de observación; evaluando el nivel de efectividad y viabilidad
de los procedimientos desarrollados para el uso adecuado de objetos reales en la enseñanza del idioma
inglés con énfasis en el desarrollo de habilidades de habla.
Palabras clave: objetos reales, habilidad, niveles de ayuda, procedimientos
Artículo recibido 09 enero 2025
Aceptado para publicación: 13 febrero 2025
pág. 5608
INTRODUCTION
Society today demands professionals who are prepared, committed, and trained for the complex task of
leading, stimulating, and guiding the learning and development of the human qualities that we consider
most valuable in each of the citizens of each new generation (Pérez, 2010, p.17). Hence, the importance of
adjusting and updating to the changing times is recognized, taking into consideration that the education
system must adopt the changing demands of citizenship to contribute to economic, political, and social
development. This is why the topic under investigation is so important.
The issue of realia for sthrethening the speaking skill in English becomes relevant because learning a
foreign language requires the following language skills: speaking, listening, writing, and reading. Authors
such as Díaz & Suárez, (2011), state that the English teaching-learning process should be characterized by
lessons that integrate at least two of these aspects. Therefore, in this context, it is necessary to deal with the
oral elements as well as the written ones.
In this regard, Díaz & Suárez, (2011), emphasize that: "oral language is the basis of the foundation of
written language...written language comprises the processes of writing and reading. As pupils write, they
acquire the essential elements of reading". They argue that these aspects ensure the quality of learning this
foreign language; they also recognize that if the student develops the skills of listening and pronunciation
correctly, he will be in a better position to read, write, and fix grammatical patterns, pronunciation and the
basic vocabulary of the language.
Authors such as Castillo and Moreira, (2021) reveal that Ecuador remains one of the Latin American
countries with the worst level of English language proficiency, only above Mexico. The score is 440 out of
1000, according to the EF EPI (English Proficiency Index), 2021. The low performance in the evaluations
for the last six years is because some private schools and universities in Cuenca evaluate students and
teachers with international exams.
It is recognized then, that the scarce use of realia within the teaching-learning process causes boredom and
little interest in learning a foreign language in the students, generating demotivation, distraction, and low
academic performance in the ability to speak the English language in the students of the third year of Basic
Education in a public school in Pedernales.
INTRODUCTION
Society today demands professionals who are prepared, committed, and trained for the complex task of
leading, stimulating, and guiding the learning and development of the human qualities that we consider
most valuable in each of the citizens of each new generation (Pérez, 2010, p.17). Hence, the importance of
adjusting and updating to the changing times is recognized, taking into consideration that the education
system must adopt the changing demands of citizenship to contribute to economic, political, and social
development. This is why the topic under investigation is so important.
The issue of realia for sthrethening the speaking skill in English becomes relevant because learning a
foreign language requires the following language skills: speaking, listening, writing, and reading. Authors
such as Díaz & Suárez, (2011), state that the English teaching-learning process should be characterized by
lessons that integrate at least two of these aspects. Therefore, in this context, it is necessary to deal with the
oral elements as well as the written ones.
In this regard, Díaz & Suárez, (2011), emphasize that: "oral language is the basis of the foundation of
written language...written language comprises the processes of writing and reading. As pupils write, they
acquire the essential elements of reading". They argue that these aspects ensure the quality of learning this
foreign language; they also recognize that if the student develops the skills of listening and pronunciation
correctly, he will be in a better position to read, write, and fix grammatical patterns, pronunciation and the
basic vocabulary of the language.
Authors such as Castillo and Moreira, (2021) reveal that Ecuador remains one of the Latin American
countries with the worst level of English language proficiency, only above Mexico. The score is 440 out of
1000, according to the EF EPI (English Proficiency Index), 2021. The low performance in the evaluations
for the last six years is because some private schools and universities in Cuenca evaluate students and
teachers with international exams.
It is recognized then, that the scarce use of realia within the teaching-learning process causes boredom and
little interest in learning a foreign language in the students, generating demotivation, distraction, and low
academic performance in the ability to speak the English language in the students of the third year of Basic
Education in a public school in Pedernales.
pág. 5609
The research problem is identified as the difficulty students have in retaining vocabulary, which limits
sthrethening the speaking skill the English language in third basic year students in rural school.
It is essential and indispensable to learn English because it is the global language of communication par
excellence and is the most widely used language in the world. All activities, from commercial, academic,
scientific, and informative activities that take place in the international sphere are carried out in English as
a universal means of communication.
For this reason, the use of real objects (Realia) in English language teaching is indispensable, because it is
an essential tool that, due to its authenticity, vocabulary, and grammatical forms, promotes interest in the
target language and culture. Because of its three-dimensional and tangible character, it has a wide variety
of activities that can be carried out in the process: from introducing vocabulary, practicing grammatical
structures, and describing a process to carrying out activities involving the manipulation of objects; as well
as the use of these objects is adapted to all kinds of audiences. It is up to the teacher to promote their use in
the classroom to bring students closer to and motivate them to the context of the countries where the
language being taught is spoken, to develop meaningful learning.
Several national and international authors have addressed the subject, including Berwald, (1987); Celce-
Murcia, (1988); Dickens, (1995); Gebhard, (1996); Rodríguez, (2016); Ricoy, (2016); Rico, (2016); Freire,
(2016); Álvarez, (2017); Anós, (2017); Peña, (2017); Acosta, (2017); Góngora & Velasco, (2017); Murillo,
(2017); Alpaca, (2018); Gómez, (2018); Alonso, (2019) Ávila, (2019); Soto, (2019); Zapata, (2019);
Gómez, (2020); Acosta, (2020); Dominguez(2021); Holguín, (2022); Padrón (2020); Hoge(2019);
Carroli(2008); Collie(2020); Concepción(2001); Mesa(2009), among others. All of them agree that the use
of real objects enhances English language skills, linguistic competence, and intercultural competence
because they constitute didactic aids that contribute to the improvement of the English language lexicon
with emphasis on the different tools and machinery used for this purpose.
From this perspective, real objects are anything that has a purpose outside the foreign language classroom
and that can be brought into the classroom, Dickens, (1995) a classic of literature warns of the importance
of its use in the learning of any individual.
The research problem is identified as the difficulty students have in retaining vocabulary, which limits
sthrethening the speaking skill the English language in third basic year students in rural school.
It is essential and indispensable to learn English because it is the global language of communication par
excellence and is the most widely used language in the world. All activities, from commercial, academic,
scientific, and informative activities that take place in the international sphere are carried out in English as
a universal means of communication.
For this reason, the use of real objects (Realia) in English language teaching is indispensable, because it is
an essential tool that, due to its authenticity, vocabulary, and grammatical forms, promotes interest in the
target language and culture. Because of its three-dimensional and tangible character, it has a wide variety
of activities that can be carried out in the process: from introducing vocabulary, practicing grammatical
structures, and describing a process to carrying out activities involving the manipulation of objects; as well
as the use of these objects is adapted to all kinds of audiences. It is up to the teacher to promote their use in
the classroom to bring students closer to and motivate them to the context of the countries where the
language being taught is spoken, to develop meaningful learning.
Several national and international authors have addressed the subject, including Berwald, (1987); Celce-
Murcia, (1988); Dickens, (1995); Gebhard, (1996); Rodríguez, (2016); Ricoy, (2016); Rico, (2016); Freire,
(2016); Álvarez, (2017); Anós, (2017); Peña, (2017); Acosta, (2017); Góngora & Velasco, (2017); Murillo,
(2017); Alpaca, (2018); Gómez, (2018); Alonso, (2019) Ávila, (2019); Soto, (2019); Zapata, (2019);
Gómez, (2020); Acosta, (2020); Dominguez(2021); Holguín, (2022); Padrón (2020); Hoge(2019);
Carroli(2008); Collie(2020); Concepción(2001); Mesa(2009), among others. All of them agree that the use
of real objects enhances English language skills, linguistic competence, and intercultural competence
because they constitute didactic aids that contribute to the improvement of the English language lexicon
with emphasis on the different tools and machinery used for this purpose.
From this perspective, real objects are anything that has a purpose outside the foreign language classroom
and that can be brought into the classroom, Dickens, (1995) a classic of literature warns of the importance
of its use in the learning of any individual.
pág. 5610
Freire, (2016) states that knowledge and mastery of the English language increase the chances of finding a
good job in less time, therefore, the development of linguistic and communicative skills in the English
language is beneficial.
The author of this research declares that the topic under investigation is current and relevant, as no studies
of this type have been carried out in the chosen institution, and it will provide new approaches to strengthen
the teaching-learning process in this area and serve as a source of reference for future research. The capacity
and necessary objects that the institution has to deploy the proposed objectives, as well as the support of
the directors and all the agents involved in the process, are highlighted.
It means that in Ecuador the education system is accessible to all citizens; it is governed by the Organic
Law of Intercultural Education (LOEI). Its mission focuses on the exploration of truth, the improvement of
universal and ancestral Ecuadorian cultures, science, and technology, through teaching, research, and links
with society. Its activity is aimed at the integral formation of the human being to contribute to the
development of the country and the achievement of social justice, the strengthening of national identity in
the pluricultural context of the country, the affirmation of democracy, peace, human rights, Latin American
integration and the defense and protection of the environment. Hence, the study of the English language is
essential for the progress of this nation.
The canton of Pedernales, in the province of Manabí, has highly prestigious educational institutions ranging
from kindergarten to university (third level). These educational centers contribute to the development of
tourism, politics, sports, and the media, taking into account the academic and scientific preparation that
they develop; to this end, the teaching of English occupies an important place in the economic and social
development through the exchanges and agreements that are carried out.
Thus, the purpose of this study is to identify the effectiveness of using real objects for strengthening the
speaking skill of third-year primary school students.
Three specific objectives support the general objective of the research, which are described below:
• Analyze how real objects can improve learning for English learners.
• Determine teachers' use of real objects to practice speaking in English.
• Select appropriate objects for the development of English-speaking skill.
Freire, (2016) states that knowledge and mastery of the English language increase the chances of finding a
good job in less time, therefore, the development of linguistic and communicative skills in the English
language is beneficial.
The author of this research declares that the topic under investigation is current and relevant, as no studies
of this type have been carried out in the chosen institution, and it will provide new approaches to strengthen
the teaching-learning process in this area and serve as a source of reference for future research. The capacity
and necessary objects that the institution has to deploy the proposed objectives, as well as the support of
the directors and all the agents involved in the process, are highlighted.
It means that in Ecuador the education system is accessible to all citizens; it is governed by the Organic
Law of Intercultural Education (LOEI). Its mission focuses on the exploration of truth, the improvement of
universal and ancestral Ecuadorian cultures, science, and technology, through teaching, research, and links
with society. Its activity is aimed at the integral formation of the human being to contribute to the
development of the country and the achievement of social justice, the strengthening of national identity in
the pluricultural context of the country, the affirmation of democracy, peace, human rights, Latin American
integration and the defense and protection of the environment. Hence, the study of the English language is
essential for the progress of this nation.
The canton of Pedernales, in the province of Manabí, has highly prestigious educational institutions ranging
from kindergarten to university (third level). These educational centers contribute to the development of
tourism, politics, sports, and the media, taking into account the academic and scientific preparation that
they develop; to this end, the teaching of English occupies an important place in the economic and social
development through the exchanges and agreements that are carried out.
Thus, the purpose of this study is to identify the effectiveness of using real objects for strengthening the
speaking skill of third-year primary school students.
Three specific objectives support the general objective of the research, which are described below:
• Analyze how real objects can improve learning for English learners.
• Determine teachers' use of real objects to practice speaking in English.
• Select appropriate objects for the development of English-speaking skill.
pág. 5611
All of this will favor the progress of pedagogical, didactic, and methodological approaches in the Basic
Education System of Ecuador; it will also constitute a didactic tool for teachers at this level of education.
Thus, the purpose of this study is to identify the effectiveness of using real objects for strengthening the
speaking skill of third-year primary school students through the following research questions:
• Which are the appropriate objects to develop speaking skill effectively?
• How can real objects improve the learning of the English language?
• How do students develop the speaking skill?
Literature review
In the context of learning and using the English language, students individually or in groups have developed
general and communicative competencies, which are used according to their restrictions, context, and
conditions to perform language tasks through the application of new strategies; however, the levels of help
offered to students in Ecuador must continue to be perfected for meaningful learning.
It is important to stress that, within the communicative competencies, the concept of linguistic skill or
ability took on great relevance; these were stimulated and put into practice by the students in the
communicative processes. In this sense, Pérez (2015) argues that speaking and understanding were basic
oral communication skills, while the basic written communication skills were writing and reading.
In Ecuador, through the Ministry of Education, the learning of English has been made compulsory
according to the needs of a linguistically and culturally diverse population; therefore, the curricula at the
different levels of education have been updated so that regardless of their mother tongue, students learn
English to enable them to respond to the problems of today's world.
In this sense, students should: develop students understanding of the world; develop the personal, social,
and intellectual skills necessary to reach their potential and participate productively in an increasingly
globalized world; create a love of language learning from an early age; and achieve the output profile
proposed in the national curriculum for EGB and BGU.
According to Widdowson, (2001), language skills are part of communicative skills, which are defined as
how the language system is manifested, or recognized to be manifested as used. According to Taji, (2014),
language skills: listening, speaking, reading, and writing, cannot be isolated, in real life they must be
All of this will favor the progress of pedagogical, didactic, and methodological approaches in the Basic
Education System of Ecuador; it will also constitute a didactic tool for teachers at this level of education.
Thus, the purpose of this study is to identify the effectiveness of using real objects for strengthening the
speaking skill of third-year primary school students through the following research questions:
• Which are the appropriate objects to develop speaking skill effectively?
• How can real objects improve the learning of the English language?
• How do students develop the speaking skill?
Literature review
In the context of learning and using the English language, students individually or in groups have developed
general and communicative competencies, which are used according to their restrictions, context, and
conditions to perform language tasks through the application of new strategies; however, the levels of help
offered to students in Ecuador must continue to be perfected for meaningful learning.
It is important to stress that, within the communicative competencies, the concept of linguistic skill or
ability took on great relevance; these were stimulated and put into practice by the students in the
communicative processes. In this sense, Pérez (2015) argues that speaking and understanding were basic
oral communication skills, while the basic written communication skills were writing and reading.
In Ecuador, through the Ministry of Education, the learning of English has been made compulsory
according to the needs of a linguistically and culturally diverse population; therefore, the curricula at the
different levels of education have been updated so that regardless of their mother tongue, students learn
English to enable them to respond to the problems of today's world.
In this sense, students should: develop students understanding of the world; develop the personal, social,
and intellectual skills necessary to reach their potential and participate productively in an increasingly
globalized world; create a love of language learning from an early age; and achieve the output profile
proposed in the national curriculum for EGB and BGU.
According to Widdowson, (2001), language skills are part of communicative skills, which are defined as
how the language system is manifested, or recognized to be manifested as used. According to Taji, (2014),
language skills: listening, speaking, reading, and writing, cannot be isolated, in real life they must be
pág. 5612
integrated for communication to take place. It means then, that language skills assess the ability of
individuals to understand and express themselves correctly, both orally and in writing.
Rodriguez, (2000) emphasizes the following classifications according to language skills:
Productive skills: include receptive performance, in which the speaker and writer produce language to
communicate their intention. The writer produces a graphic representation of the message, while the speaker
generates spoken utterances of their message, accompanied by gestures or mimicry to make it more
understandable.
Receptive skills: Including productive performance, these begin with listening or reading something;
however, beyond this activity, the listener has to distinguish the qualities of sound when listening, while
the reader must differentiate the graphic signs. In other words, the first stage of the reader and listener is
the recognition of the components of the message.
Authors such as Spratt, Pulverness, & Williams, (2012); and Geiser, (2010) consider that oral skills are one
of the most important because the speaker processes information in real-time so they do not have much
time to understand that information; that is why students avoid speaking frequently.
According to Spratt, Pulveness, & Williams (2012) speaking skills involve several sub-skills such as:
Use grammar, vocabulary, and functions.
- Use the register to speak appropriately.
- Use body language.
- Produce different types of texts.
- Oral fluency.
- Use interactive strategies.
Hence the need to use new strategies, techniques, and levels of support to develop pronunciation,
vocabulary, accuracy, fluency, communication, and interaction that will allow them to contextualize
information in new contexts of action.
In this respect, it is proposed that Realia is a didactic technique, productive for student learning because it
facilitates a meaningful scenario allowing connections between real-life objects and the vocabulary studied,
according to Oyarso, Vargas, & Reyes, (2008, p. 24).
integrated for communication to take place. It means then, that language skills assess the ability of
individuals to understand and express themselves correctly, both orally and in writing.
Rodriguez, (2000) emphasizes the following classifications according to language skills:
Productive skills: include receptive performance, in which the speaker and writer produce language to
communicate their intention. The writer produces a graphic representation of the message, while the speaker
generates spoken utterances of their message, accompanied by gestures or mimicry to make it more
understandable.
Receptive skills: Including productive performance, these begin with listening or reading something;
however, beyond this activity, the listener has to distinguish the qualities of sound when listening, while
the reader must differentiate the graphic signs. In other words, the first stage of the reader and listener is
the recognition of the components of the message.
Authors such as Spratt, Pulverness, & Williams, (2012); and Geiser, (2010) consider that oral skills are one
of the most important because the speaker processes information in real-time so they do not have much
time to understand that information; that is why students avoid speaking frequently.
According to Spratt, Pulveness, & Williams (2012) speaking skills involve several sub-skills such as:
Use grammar, vocabulary, and functions.
- Use the register to speak appropriately.
- Use body language.
- Produce different types of texts.
- Oral fluency.
- Use interactive strategies.
Hence the need to use new strategies, techniques, and levels of support to develop pronunciation,
vocabulary, accuracy, fluency, communication, and interaction that will allow them to contextualize
information in new contexts of action.
In this respect, it is proposed that Realia is a didactic technique, productive for student learning because it
facilitates a meaningful scenario allowing connections between real-life objects and the vocabulary studied,
according to Oyarso, Vargas, & Reyes, (2008, p. 24).
pág. 5613
It is responsible for using real objects in the classroom to teach certain topics through experimentation,
bringing the class to life, according to the criteria of Herrera & Vega, (2011).
Estrada, (2017) considers Realia to be those real objects that are used in the classroom as a didactic resource
for teaching foreign languages.
Realia can be used in the classroom to improve vocabulary learning in students, making use of real objects
such as flashcards, dolls, fruits, clothes, calendars, maps, puzzles, magazines, and puppets, among others.
All of this, with the aim of elucidating concepts, introducing situations, and placing students in context to
make learning more interactive and productive. The importance of the subject matter under investigation is
revealed once again, taking into account the importance of the appropriate use of real objects for the
teaching and learning of the English language and the improvement of students' speaking skills.
This skill can also be perfected with the help of technological and virtual resources to stimulate the mind
and creativity of students.
Regarding the above, Ceballos, Ramírez, & Isaza, (2015), believe that the current world demands the
development of communication skills so that students can face challenges and approach human knowledge
from different areas in search of better social and work performance.
The task of the teacher as the person responsible for the learning of the English language is therefore
recognized, and therefore different tools must be applied in its development. At present, the use of
technology aimed primarily at the teaching-learning process has become a favorable and stimulating means
to develop activities for the development of linguistic skills such as oral and writing in the learning of
English.
Hernández, (2014), states that the use of virtual environments as a methodological strategy not only
improves academic performance but also serves to provide students with a more dynamic, reflective, and
interactive learning environment that helps them develop skills.
Soto, (2019), expresses that with the phenomenon of technology, traditional education has had to be
modified by including the process of the use of information and communication technologies (ICTs) as
essential material for the learning process. Hernandez, (2014) warns virtual education is a flexible training
modality that allows the student not only to access information but also to transmit and produce knowledge
based on data obtained through modern communication networks.
It is responsible for using real objects in the classroom to teach certain topics through experimentation,
bringing the class to life, according to the criteria of Herrera & Vega, (2011).
Estrada, (2017) considers Realia to be those real objects that are used in the classroom as a didactic resource
for teaching foreign languages.
Realia can be used in the classroom to improve vocabulary learning in students, making use of real objects
such as flashcards, dolls, fruits, clothes, calendars, maps, puzzles, magazines, and puppets, among others.
All of this, with the aim of elucidating concepts, introducing situations, and placing students in context to
make learning more interactive and productive. The importance of the subject matter under investigation is
revealed once again, taking into account the importance of the appropriate use of real objects for the
teaching and learning of the English language and the improvement of students' speaking skills.
This skill can also be perfected with the help of technological and virtual resources to stimulate the mind
and creativity of students.
Regarding the above, Ceballos, Ramírez, & Isaza, (2015), believe that the current world demands the
development of communication skills so that students can face challenges and approach human knowledge
from different areas in search of better social and work performance.
The task of the teacher as the person responsible for the learning of the English language is therefore
recognized, and therefore different tools must be applied in its development. At present, the use of
technology aimed primarily at the teaching-learning process has become a favorable and stimulating means
to develop activities for the development of linguistic skills such as oral and writing in the learning of
English.
Hernández, (2014), states that the use of virtual environments as a methodological strategy not only
improves academic performance but also serves to provide students with a more dynamic, reflective, and
interactive learning environment that helps them develop skills.
Soto, (2019), expresses that with the phenomenon of technology, traditional education has had to be
modified by including the process of the use of information and communication technologies (ICTs) as
essential material for the learning process. Hernandez, (2014) warns virtual education is a flexible training
modality that allows the student not only to access information but also to transmit and produce knowledge
based on data obtained through modern communication networks.
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In this research, it is emphasized that English education in virtual environments requires responsibility,
discipline, and the planning of well-structured and easy-to-understand content from teachers, according to
Soto, (2019). In this sense, Ceballos, Ramírez, & Isaza, (2015), point out that incorporating technology to
improve speaking and listening skills favors trust, the spirit of participation, and cooperation among this
inseparable triad that gives the school its reason for being.
In a general sense, it is proposed that the use of real objects (Realia) and virtual resources enhance the skills
of audio, vocabulary, grammar, reading, and writing; as well as benefiting students in the following aspects:
they learn at any time of the day and from home; they save money; they adapt to schedules and adapt to
their needs, according to the criteria of Soto, (2019). It is also recognized that they constitute levels of
support that teachers can offer in terms of meaningful learning in the study of English.
According to Cisneros, (2021), didactic guidance is an activity of professional help with a sequential,
systemic, and communicative character. The levels of help in didactic guidance are classified as: practical-
cognitive level of help; practical-valuative level of help and practical-transformative level of help.
For this, extrapolation as a process plays a fundamental role in the contextualization of the contents taught
in English language lessons, because it needs a logical, discursive-contextual core that dynamizes the
relationships established between the macro-process of comprehension-production of texts in the subject
of English language, based on the use of didactic actions, which allows new meanings and senses to be
generated in the knowledge applied by the interpreter-interpreter who interacts in various contexts,
according to the criteria of Díaz, (2023).
In Ecuador, with emphasis on the canton of Pedernales, the education system has the challenge of training
men and women with full citizenship and values; to do so, there is a demand for increasingly better-prepared
and better-educated professionals, but, above all, better educated. Hence, success will depend on the link
established between the agents involved in the English language teaching-learning process in terms of the
socio-political, socio-economic, and cultural development of the country.
From this perspective, new goals, actions, strategies, and well-planned, executed, and evaluated procedures
must be planned. According to Castelló, Palma & Pérez (2006), procedures are recognized as a set of
ordered and completed actions, i.e. aimed at achieving a goal.
In this research, it is emphasized that English education in virtual environments requires responsibility,
discipline, and the planning of well-structured and easy-to-understand content from teachers, according to
Soto, (2019). In this sense, Ceballos, Ramírez, & Isaza, (2015), point out that incorporating technology to
improve speaking and listening skills favors trust, the spirit of participation, and cooperation among this
inseparable triad that gives the school its reason for being.
In a general sense, it is proposed that the use of real objects (Realia) and virtual resources enhance the skills
of audio, vocabulary, grammar, reading, and writing; as well as benefiting students in the following aspects:
they learn at any time of the day and from home; they save money; they adapt to schedules and adapt to
their needs, according to the criteria of Soto, (2019). It is also recognized that they constitute levels of
support that teachers can offer in terms of meaningful learning in the study of English.
According to Cisneros, (2021), didactic guidance is an activity of professional help with a sequential,
systemic, and communicative character. The levels of help in didactic guidance are classified as: practical-
cognitive level of help; practical-valuative level of help and practical-transformative level of help.
For this, extrapolation as a process plays a fundamental role in the contextualization of the contents taught
in English language lessons, because it needs a logical, discursive-contextual core that dynamizes the
relationships established between the macro-process of comprehension-production of texts in the subject
of English language, based on the use of didactic actions, which allows new meanings and senses to be
generated in the knowledge applied by the interpreter-interpreter who interacts in various contexts,
according to the criteria of Díaz, (2023).
In Ecuador, with emphasis on the canton of Pedernales, the education system has the challenge of training
men and women with full citizenship and values; to do so, there is a demand for increasingly better-prepared
and better-educated professionals, but, above all, better educated. Hence, success will depend on the link
established between the agents involved in the English language teaching-learning process in terms of the
socio-political, socio-economic, and cultural development of the country.
From this perspective, new goals, actions, strategies, and well-planned, executed, and evaluated procedures
must be planned. According to Castelló, Palma & Pérez (2006), procedures are recognized as a set of
ordered and completed actions, i.e. aimed at achieving a goal.