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.
pág. 5614
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.
pág. 5615
METHODOLOGY
Using a qualitative approach, the study adopts an exploratory design. For data collection in this qualitative
research, we will use interviews and observation forms as instruments. 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. The instruments will be administered to teachers of various ages and years of experience
to gather diverse contexts and perspectives, as well as to students.
Participants
For the interview, a sample of five teachers was chosen, 4 female and 1 male volunteer from an urban public
educational institution in the province of Manabí, Ecuador. All teachers were the school. For observation
form were 60 students, 37 females and 23 males, aged between 8 and 9 years.
Ethical considerations
As a preliminary step for the use of the instrument on the observation form within the educational
institution, it was necessary to request written permission from the RECTOR and the grade teacher. This
allowed for the application of the instrument and the collection of the information necessary for the
research. A letter was sent to the teacher indicating that their identity would not be disclosed to ensure
confidentiality.
Instruments
The instruments used for data collection were interviews and observation form. Firstly, interviews were
conducted. Open-ended questions were employed to address to the first and the second research questions
and gather information for analysis: 'How can real objects improve the learning of the English language?'
and 'Which are the appropriate objects to develop speaking skill effectively?' Focused indicators were then
utilized for the observation form to gather information related to the third research question: 'How do
students develop the speaking skill?'
Both the interview protocols and observation form were developed and validated by three experts.
Additionally, they were conducted in English as all experts were teachers of the subject.
Procedure
To address the first and second research questions and explore the impact of real objects on speaking skill,
interviews were conducted and then transcribed in their entirety. The responses from the interviewees were
METHODOLOGY
Using a qualitative approach, the study adopts an exploratory design. For data collection in this qualitative
research, we will use interviews and observation forms as instruments. 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. The instruments will be administered to teachers of various ages and years of experience
to gather diverse contexts and perspectives, as well as to students.
Participants
For the interview, a sample of five teachers was chosen, 4 female and 1 male volunteer from an urban public
educational institution in the province of Manabí, Ecuador. All teachers were the school. For observation
form were 60 students, 37 females and 23 males, aged between 8 and 9 years.
Ethical considerations
As a preliminary step for the use of the instrument on the observation form within the educational
institution, it was necessary to request written permission from the RECTOR and the grade teacher. This
allowed for the application of the instrument and the collection of the information necessary for the
research. A letter was sent to the teacher indicating that their identity would not be disclosed to ensure
confidentiality.
Instruments
The instruments used for data collection were interviews and observation form. Firstly, interviews were
conducted. Open-ended questions were employed to address to the first and the second research questions
and gather information for analysis: 'How can real objects improve the learning of the English language?'
and 'Which are the appropriate objects to develop speaking skill effectively?' Focused indicators were then
utilized for the observation form to gather information related to the third research question: 'How do
students develop the speaking skill?'
Both the interview protocols and observation form were developed and validated by three experts.
Additionally, they were conducted in English as all experts were teachers of the subject.
Procedure
To address the first and second research questions and explore the impact of real objects on speaking skill,
interviews were conducted and then transcribed in their entirety. The responses from the interviewees were
pág. 5616
categorized into four main areas highlighting the challenges faced by teachers: (1) teaching material, (2)
speaking material, (3) motivational innovation, and (4) contributions to learning. These responses were then
analyzed using Word to obtain results for each category. To maintain the anonymity of the participants,
their names were replaced with codes. A specific coding system was used: for teachers, the letter (E) was
used. For example, E41 referred to the first interviewee.
For the third research question, an observation form was used to monitor the students for one day, with the
aim of analyzing how they develop their English-speaking skill. These observations were then tabulated
and analyzed in SPSS software.
RESULTS
In the interview results, teachers expressed a positive interest in using realia as a strategy to enhance
students' speaking skill in English by providing authentic contexts, sensory experiences, conversational
opportunities, and a playful and enjoyable approach to language learning. They highlighted that
incorporating realia into English lessons can significantly enrich students' learning experiences and help
them achieve their communicative goals more effectively. Teachers mentioned various instructional
materials that aid in improving speaking skills, such as flashcards, worksheets, posters, tongue twisters, etc.
In questions 5 and 7, It was found that many real objects are appropriate for improving speaking skill, with
flashcards and technology being the most commonly used. Similarly, the ability to speak can be
significantly improved with excellent results.
The observation forms revealed that students perceive the use of realia within the educational context as
highly valuable and effective. Through this approach, they can develop their speaking skill in a more
meaningful way, enhancing participation and clarity in the vocabulary used during oral expression.
Table 1: Speaking Practices Using Realia
CATEGORIES
1. Teaching Materials
2. Speaking Practices
3. Innovation/ motivation.-
4. Contributions to Learning
Resource: Interviews to EFL teachers (2023).
categorized into four main areas highlighting the challenges faced by teachers: (1) teaching material, (2)
speaking material, (3) motivational innovation, and (4) contributions to learning. These responses were then
analyzed using Word to obtain results for each category. To maintain the anonymity of the participants,
their names were replaced with codes. A specific coding system was used: for teachers, the letter (E) was
used. For example, E41 referred to the first interviewee.
For the third research question, an observation form was used to monitor the students for one day, with the
aim of analyzing how they develop their English-speaking skill. These observations were then tabulated
and analyzed in SPSS software.
RESULTS
In the interview results, teachers expressed a positive interest in using realia as a strategy to enhance
students' speaking skill in English by providing authentic contexts, sensory experiences, conversational
opportunities, and a playful and enjoyable approach to language learning. They highlighted that
incorporating realia into English lessons can significantly enrich students' learning experiences and help
them achieve their communicative goals more effectively. Teachers mentioned various instructional
materials that aid in improving speaking skills, such as flashcards, worksheets, posters, tongue twisters, etc.
In questions 5 and 7, It was found that many real objects are appropriate for improving speaking skill, with
flashcards and technology being the most commonly used. Similarly, the ability to speak can be
significantly improved with excellent results.
The observation forms revealed that students perceive the use of realia within the educational context as
highly valuable and effective. Through this approach, they can develop their speaking skill in a more
meaningful way, enhancing participation and clarity in the vocabulary used during oral expression.
Table 1: Speaking Practices Using Realia
CATEGORIES
1. Teaching Materials
2. Speaking Practices
3. Innovation/ motivation.-
4. Contributions to Learning
Resource: Interviews to EFL teachers (2023).
pág. 5617
Category Tree:
Category 1: Teaching Materials – Teaching materials are various elements that can be grouped together,
gathered according to their use for a specific purpose. The elements of the set can be real (physical), virtual,
or abstract.
“Teaching material is that which brings together means and resources that facilitate teaching and learning.
They are often used within the educational environment to facilitate the acquisition of concepts, skills,
attitudes, and abilities” (Julián Pérez Porto and Ana Gardey, 2021). What is interesting about this approach
is that it recognizes the diversity of media and resources available, which is crucial in an era where
education can be as varied and rich in methods as never before.
Category 2: Speaking Practices - Savignon (2002) mentions the importance of being able to express
oneself, understand, and negotiate through communication. She highlights how this is essential to facilitate
interaction between two or more individuals, whether verbally or in writing, within the same context.
Without this ability, communicative situations tend to fail, leading to incorrect language acquisition. This
idea is particularly relevant to the study mentioned, as it underscores the need for oral communication to
interpret language, comprehend the social context, identify the intentions behind messages, and other
factors that play a crucial role in the effectiveness with which messages are conveyed. This is vital for
learning English, as it allows for a correct understanding of what is meant to be communicated.
Category 3: Innovation/ motivation. - According to Gee, S., innovation is "the process in which, from an
idea, invention, or recognition of need, a product, technique, or useful service is developed and is
commercially accepted." This definition encapsulates the essence of innovation in a comprehensive and
succinct manner. It highlights innovation as a multifaceted process that begins with the spark of an idea,
invention, or the identification of a need. This is crucial because it acknowledges that innovation can stem
from various origins, not just technological advances or groundbreaking inventions, but also from simple,
everyday observations or needs that have yet to be addressed.
Category 4: Contributions to Learning - According to Rios Rolando (2023) "Learning theories are
conceptual frameworks that seek to understand how people acquire knowledge, skills, and attitudes."
learning theories serve as crucial frameworks for teacher to design and implement effective teaching
Category Tree:
Category 1: Teaching Materials – Teaching materials are various elements that can be grouped together,
gathered according to their use for a specific purpose. The elements of the set can be real (physical), virtual,
or abstract.
“Teaching material is that which brings together means and resources that facilitate teaching and learning.
They are often used within the educational environment to facilitate the acquisition of concepts, skills,
attitudes, and abilities” (Julián Pérez Porto and Ana Gardey, 2021). What is interesting about this approach
is that it recognizes the diversity of media and resources available, which is crucial in an era where
education can be as varied and rich in methods as never before.
Category 2: Speaking Practices - Savignon (2002) mentions the importance of being able to express
oneself, understand, and negotiate through communication. She highlights how this is essential to facilitate
interaction between two or more individuals, whether verbally or in writing, within the same context.
Without this ability, communicative situations tend to fail, leading to incorrect language acquisition. This
idea is particularly relevant to the study mentioned, as it underscores the need for oral communication to
interpret language, comprehend the social context, identify the intentions behind messages, and other
factors that play a crucial role in the effectiveness with which messages are conveyed. This is vital for
learning English, as it allows for a correct understanding of what is meant to be communicated.
Category 3: Innovation/ motivation. - According to Gee, S., innovation is "the process in which, from an
idea, invention, or recognition of need, a product, technique, or useful service is developed and is
commercially accepted." This definition encapsulates the essence of innovation in a comprehensive and
succinct manner. It highlights innovation as a multifaceted process that begins with the spark of an idea,
invention, or the identification of a need. This is crucial because it acknowledges that innovation can stem
from various origins, not just technological advances or groundbreaking inventions, but also from simple,
everyday observations or needs that have yet to be addressed.
Category 4: Contributions to Learning - According to Rios Rolando (2023) "Learning theories are
conceptual frameworks that seek to understand how people acquire knowledge, skills, and attitudes."
learning theories serve as crucial frameworks for teacher to design and implement effective teaching
pág. 5618
strategies. By understanding how people acquire knowledge, skills, and attitudes, educators can create
learning environments that cater to diverse needs and foster meaningful learning experiences.
Analysis of Each Category According to the Interview Results
Regarding Category 1: Teaching Materials– The evidence indicates that English teachers tend to use
didactic materials from ICT, followed by materials elaborated on paper. This implies that they utilize realia
resources moderately. Consequently, there arises a weakness in the use of realia.
Regarding Category 2: Speaking practices. – The evidence suggests that English teachers conduct
speaking practices primarily through the use of the target language, followed by speaking practices through
contextualization. This indicates that teachers are adopting strategies that not only focus on language
acquisition but also on students' ability to use those skills functionally and communicatively in real-life
situations. Therefore, it is a strength that aids in speaking practice through realia.
Regarding Category 3: Innovation/ motivation. – The evidence confirms that English teachers foster
innovation/motivation primarily through student engagement and then through community support. This
suggests that English teachers are adopting a holistic approach to teaching, recognizing that true innovation
and motivation in English learning require both active student involvement and support from a broader
community environment. This approach not only helps students see the value and relevance of English
learning in their own lives but also strengthens the ties between the school and the community, creating a
richer and more diverse learning ecosystem
Regarding Category 4: Contributions to Learning. – The evidence confirms that English teachers
provide contributions to learning primarily through enriching the learning experience, followed by
contributions to learning retention. This analysis indicates that English teachers are adopting a
comprehensive approach to teaching, where the goal is not only to impart knowledge but also to ensure that
this knowledge is deeply absorbed and retained in the long term. This means that English teachers are
significantly contributing to the learning process.
strategies. By understanding how people acquire knowledge, skills, and attitudes, educators can create
learning environments that cater to diverse needs and foster meaningful learning experiences.
Analysis of Each Category According to the Interview Results
Regarding Category 1: Teaching Materials– The evidence indicates that English teachers tend to use
didactic materials from ICT, followed by materials elaborated on paper. This implies that they utilize realia
resources moderately. Consequently, there arises a weakness in the use of realia.
Regarding Category 2: Speaking practices. – The evidence suggests that English teachers conduct
speaking practices primarily through the use of the target language, followed by speaking practices through
contextualization. This indicates that teachers are adopting strategies that not only focus on language
acquisition but also on students' ability to use those skills functionally and communicatively in real-life
situations. Therefore, it is a strength that aids in speaking practice through realia.
Regarding Category 3: Innovation/ motivation. – The evidence confirms that English teachers foster
innovation/motivation primarily through student engagement and then through community support. This
suggests that English teachers are adopting a holistic approach to teaching, recognizing that true innovation
and motivation in English learning require both active student involvement and support from a broader
community environment. This approach not only helps students see the value and relevance of English
learning in their own lives but also strengthens the ties between the school and the community, creating a
richer and more diverse learning ecosystem
Regarding Category 4: Contributions to Learning. – The evidence confirms that English teachers
provide contributions to learning primarily through enriching the learning experience, followed by
contributions to learning retention. This analysis indicates that English teachers are adopting a
comprehensive approach to teaching, where the goal is not only to impart knowledge but also to ensure that
this knowledge is deeply absorbed and retained in the long term. This means that English teachers are
significantly contributing to the learning process.
pág. 5619
Table 2
Reliability statistics
Alfa de Cronbach N of
elements
,892 8
Resource: Observation form /SPSS (2023)
The reliability analysis yielded a score of 0.8, indicating that the instrument was reliable according to
Cronbach's Alpha.
Table 3. Realia
The use of real objects allows for a more dynamic class.
Frecuencia Porcentaje Porcentaje válido Porcentaje
acumulado
Válidos
A VECES 8 13,3 13,3 13,3
SIEMPRE 52 86,7 86,7 100,0
Total 60 100,0 100,0
Resource: Observation form /SPSS (2023)
The responses highlight the value and effectiveness of using real objects in the educational context. It was
evident that 86.70% of the students were highly motivated during the class while the teacher explained the
vocabulary, suggesting that this pedagogical approach can be an effective strategy to improve student
motivation, classroom dynamics, and learning outcomes. However, 13.30% appeared a bit bored and
struggled to retain the vocabulary.
Table 4
Speaking skill
When shown real objects, the students speak better.
Frecuencia Porcentaje Porcentaje válido Porcentaje
acumulado
Válidos
A VECES 8 13,3 13,3 13,3
SIEMPRE 52 86,7 86,7 100,0
Total 60 100,0 100,0
Resource: Observation form /SPSS (2023)
Table 2
Reliability statistics
Alfa de Cronbach N of
elements
,892 8
Resource: Observation form /SPSS (2023)
The reliability analysis yielded a score of 0.8, indicating that the instrument was reliable according to
Cronbach's Alpha.
Table 3. Realia
The use of real objects allows for a more dynamic class.
Frecuencia Porcentaje Porcentaje válido Porcentaje
acumulado
Válidos
A VECES 8 13,3 13,3 13,3
SIEMPRE 52 86,7 86,7 100,0
Total 60 100,0 100,0
Resource: Observation form /SPSS (2023)
The responses highlight the value and effectiveness of using real objects in the educational context. It was
evident that 86.70% of the students were highly motivated during the class while the teacher explained the
vocabulary, suggesting that this pedagogical approach can be an effective strategy to improve student
motivation, classroom dynamics, and learning outcomes. However, 13.30% appeared a bit bored and
struggled to retain the vocabulary.
Table 4
Speaking skill
When shown real objects, the students speak better.
Frecuencia Porcentaje Porcentaje válido Porcentaje
acumulado
Válidos
A VECES 8 13,3 13,3 13,3
SIEMPRE 52 86,7 86,7 100,0
Total 60 100,0 100,0
Resource: Observation form /SPSS (2023)
pág. 5620
The data supports the effectiveness of using realia to improve speech, with 86.70% showing that when real
objects are presented, they speak better and learn vocabulary without any difficulty. However, a minority
of 13.30% still showed difficulty in speaking even when seeing the objects.
DISCUSSION
The analysis and proposals presented are coherent and relevant, aligning with previous studies. The work
studies the variety of teaching resources of realia that can contribute to the participants speaking skill
improvement. Thus, the results obtained in the empiric part of the research allow to the author agree to the
position of Morales (2012), as cited by Murillo (2017), related that teaching resources comprise a set of
material means that support and facilitate the teaching-learning process. These resources can be both
physical and virtual, serving as a catalyst to spark students' interest.
In this way, the results obtained in the empiric part of the research allow to the author agree to the position
of Chaves & Yuste (2019), mentioned that gamification is a tool used in the field of teaching, mainly in the
context of learning and acquiring foreign languages. It turns out that it incorporates elements and techniques
typical of games that can be exploited to promote the teaching of foreign languages in a rewarding and
motivating way. This is very useful in contexts where the learner does not find sufficient intrinsic
motivation to learn.
Thus, the results obtained in the empiric part of the research allow to the author share the position of Alonso,
(2019), related making connections through Realia and storytelling for vocabulary learning with preschool-
aged children learning English as a foreign language. This research allowed for the identification of the
significance of Realia as a technique for vocabulary learning. It provided elements for designing activities
aimed at improving semantic memory in students.
Therefore, the empirical findings of the research enable the author to align with Garzón & Basantes (2020)
concerning Realia in the process of learning vocabulary in the English language. It provides relevant
information regarding the application of the technique and effective strategies for its implementation at this
stage of life.
So, the results obtained in the empirical part of the research allow the author to support the position
mentioned by Holguin (2022), which describes realia as a teaching technique to activate the passive
The data supports the effectiveness of using realia to improve speech, with 86.70% showing that when real
objects are presented, they speak better and learn vocabulary without any difficulty. However, a minority
of 13.30% still showed difficulty in speaking even when seeing the objects.
DISCUSSION
The analysis and proposals presented are coherent and relevant, aligning with previous studies. The work
studies the variety of teaching resources of realia that can contribute to the participants speaking skill
improvement. Thus, the results obtained in the empiric part of the research allow to the author agree to the
position of Morales (2012), as cited by Murillo (2017), related that teaching resources comprise a set of
material means that support and facilitate the teaching-learning process. These resources can be both
physical and virtual, serving as a catalyst to spark students' interest.
In this way, the results obtained in the empiric part of the research allow to the author agree to the position
of Chaves & Yuste (2019), mentioned that gamification is a tool used in the field of teaching, mainly in the
context of learning and acquiring foreign languages. It turns out that it incorporates elements and techniques
typical of games that can be exploited to promote the teaching of foreign languages in a rewarding and
motivating way. This is very useful in contexts where the learner does not find sufficient intrinsic
motivation to learn.
Thus, the results obtained in the empiric part of the research allow to the author share the position of Alonso,
(2019), related making connections through Realia and storytelling for vocabulary learning with preschool-
aged children learning English as a foreign language. This research allowed for the identification of the
significance of Realia as a technique for vocabulary learning. It provided elements for designing activities
aimed at improving semantic memory in students.
Therefore, the empirical findings of the research enable the author to align with Garzón & Basantes (2020)
concerning Realia in the process of learning vocabulary in the English language. It provides relevant
information regarding the application of the technique and effective strategies for its implementation at this
stage of life.
So, the results obtained in the empirical part of the research allow the author to support the position
mentioned by Holguin (2022), which describes realia as a teaching technique to activate the passive
pág. 5621
vocabulary of the third-grade students in an IED in the English subject. He elaborated on how the realia
technique contributes to the activation of student’s passive vocabulary and its importance.
The findings show that EFL instructors’ trend to use teaching material in ICT versions and paper. It means
that it the weakness on the usage of total real objects in EFL classrooms. It is a situation that can be original
on the limited able ability of real material in the educational centers. The usage represents an extra expense
of energy, money, time of instructors or students require to make.
The findings indicate that English as a Foreign Language (EFL) instructors primarily conduct speaking
exercises using the target language, followed by contextualized speaking practices. This suggests that
teachers are employing methods that not only emphasize language acquisition but also promote students'
practical and communicative use of the language in real-world contexts. This approach underscores the
effectiveness of using realia in speaking practice.
Therefore, the findings indicate that students develop better English-speaking skill when the teacher uses
realia as part of teaching to improve speaking. However, they also highlight specific areas, such as
pronunciation difficulties, that may require greater attention and concentration in teaching. This indicates
the need for further studies or deeper research on this.
The authors declare no unexpected results.
This work proposes methods for the proper guidance and utilization of real objects to speaking skill improve
the English language elementary learners.
For future research the author suggests to execute educational interventions for minimum 6 months. In
addition, to use recycle material can be an interesting option for educational center with limitations in
finance for teaching material. In the rural education can be interesting to articulate EFL classes with
activities of explorations the natural environments surrounding. Implementing real objects or “realia” in
the EFL classroom offers a tangible and meaningful way for third grade students to strengthen their oral
English skills. The use of realia turns the learning process into a more interactive and participatory
experience, allowing students to practice the language in a practical and realistic context. This pedagogical
approach not only promotes the acquisition of new vocabulary but also improves students' ability to use the
English language in a functional and communicative way.
vocabulary of the third-grade students in an IED in the English subject. He elaborated on how the realia
technique contributes to the activation of student’s passive vocabulary and its importance.
The findings show that EFL instructors’ trend to use teaching material in ICT versions and paper. It means
that it the weakness on the usage of total real objects in EFL classrooms. It is a situation that can be original
on the limited able ability of real material in the educational centers. The usage represents an extra expense
of energy, money, time of instructors or students require to make.
The findings indicate that English as a Foreign Language (EFL) instructors primarily conduct speaking
exercises using the target language, followed by contextualized speaking practices. This suggests that
teachers are employing methods that not only emphasize language acquisition but also promote students'
practical and communicative use of the language in real-world contexts. This approach underscores the
effectiveness of using realia in speaking practice.
Therefore, the findings indicate that students develop better English-speaking skill when the teacher uses
realia as part of teaching to improve speaking. However, they also highlight specific areas, such as
pronunciation difficulties, that may require greater attention and concentration in teaching. This indicates
the need for further studies or deeper research on this.
The authors declare no unexpected results.
This work proposes methods for the proper guidance and utilization of real objects to speaking skill improve
the English language elementary learners.
For future research the author suggests to execute educational interventions for minimum 6 months. In
addition, to use recycle material can be an interesting option for educational center with limitations in
finance for teaching material. In the rural education can be interesting to articulate EFL classes with
activities of explorations the natural environments surrounding. Implementing real objects or “realia” in
the EFL classroom offers a tangible and meaningful way for third grade students to strengthen their oral
English skills. The use of realia turns the learning process into a more interactive and participatory
experience, allowing students to practice the language in a practical and realistic context. This pedagogical
approach not only promotes the acquisition of new vocabulary but also improves students' ability to use the
English language in a functional and communicative way.
pág. 5622
CONCLUSION AND RECOMENDATION
Based on the literary review and the results obtained in the empirical part, the authors declare 95%
compliance with the objectives set for this action research process, taking into account the timely
identification of those real objects that allow it and the levels of help for its execution, for the sake of
developing the skill of speaking in the English language.
Theoretical analysis and the application of instruments have revealed the presence of coherence and
epistemological consistency in the use of realia for sthrethening of speaking skill in English. This finding
indicates that the underlying theoretical principles behind the employment of tangible objects are supported
by empirical evidence obtained through the application of different research tools. The application of
instruments such as interviews and observation sheets has provided concrete evidence of the effectiveness
and coherence of the realia-based approach. Interviews with teachers revealed a positive interest in this
strategy, supported by their perception that it provides authentic contexts, sensory experiences, and
conversational opportunities that enrich the language learning process. On the other hand, observation
sheets with students confirmed that the use of realia within the educational environment promotes more
active participation and an improvement in the clarity of vocabulary used during oral expression in English.
Real objects provide tangible and authentic learning experiences that engage students on a multisensory
level, fostering deeper understanding and retention of language concepts. By incorporating realia into
language lessons, educators can create immersive learning environments that simulate real-world contexts,
thereby enhancing students' language acquisition skills. Moreover, the integration of real objects into
language instruction offers opportunities for experiential learning, where students actively engage with the
material through hands-on exploration and experimentation.
REFERENCES
Acosta Padrón, R., Carreaga Pendás, N. (2020). El aprendizaje del uso real mediante la literatura. Revista
Mendive, 18(1), 5-21.
Alonso Hass, G. E. (2019). Factores intervinientes en la motivación durante el aprendizaje del inglés como
lengua extranjera (Bachelor's thesis). https://repositorio.uesiglo21.edu.ar/handle/ues21/16513
Alpaca Rodríguez, M. L. (2018). El uso de estrategias motivadoras para el aprendizaje y su relación
con el rendimiento académico en el área de inglés de los estudiantes del primer grado de educación
CONCLUSION AND RECOMENDATION
Based on the literary review and the results obtained in the empirical part, the authors declare 95%
compliance with the objectives set for this action research process, taking into account the timely
identification of those real objects that allow it and the levels of help for its execution, for the sake of
developing the skill of speaking in the English language.
Theoretical analysis and the application of instruments have revealed the presence of coherence and
epistemological consistency in the use of realia for sthrethening of speaking skill in English. This finding
indicates that the underlying theoretical principles behind the employment of tangible objects are supported
by empirical evidence obtained through the application of different research tools. The application of
instruments such as interviews and observation sheets has provided concrete evidence of the effectiveness
and coherence of the realia-based approach. Interviews with teachers revealed a positive interest in this
strategy, supported by their perception that it provides authentic contexts, sensory experiences, and
conversational opportunities that enrich the language learning process. On the other hand, observation
sheets with students confirmed that the use of realia within the educational environment promotes more
active participation and an improvement in the clarity of vocabulary used during oral expression in English.
Real objects provide tangible and authentic learning experiences that engage students on a multisensory
level, fostering deeper understanding and retention of language concepts. By incorporating realia into
language lessons, educators can create immersive learning environments that simulate real-world contexts,
thereby enhancing students' language acquisition skills. Moreover, the integration of real objects into
language instruction offers opportunities for experiential learning, where students actively engage with the
material through hands-on exploration and experimentation.
REFERENCES
Acosta Padrón, R., Carreaga Pendás, N. (2020). El aprendizaje del uso real mediante la literatura. Revista
Mendive, 18(1), 5-21.
Alonso Hass, G. E. (2019). Factores intervinientes en la motivación durante el aprendizaje del inglés como
lengua extranjera (Bachelor's thesis). https://repositorio.uesiglo21.edu.ar/handle/ues21/16513
Alpaca Rodríguez, M. L. (2018). El uso de estrategias motivadoras para el aprendizaje y su relación
con el rendimiento académico en el área de inglés de los estudiantes del primer grado de educación
pág. 5623
secundaria de la institución “40035 Víctor Andrés Belaunde” de Cerro Colorado, Arequipa 2015.
http://repositorio.unsa.edu.pe/handle/UNSA/5931
Ávila, D. (2019). Fortalecimiento de la habilidad de escucha en el idioma inglés para los estudiantes de
grado 10º y 11º del Instituto COPESAL a través de un objeto virtual de aprendizaje. Universidad
Abierta y a Distancia (UNAD), Bogotá, pp. 86.
Castelló, M; Clariana, M; Palma, M; & Perez, M. (2006). Estrategias de enseñanza y aprendizaje:
Formación del profesorado y aplicación en la escuela. (6ª ed.). España: Grao,de IRLF, S.L.
Ceballos, H., Ramírez, Y., & Isaza, G. (2015). Habla y escucha: habilidades que se fortalecen las
tecnologías de la información y de la comunicación (TIC) en estudiantes de grado octavo. Plumilla
Educativa. Universidad de Manizales, Colombia, pp. 279-298.
Cisneros, S. et al. (2021). Concepciones y buenas prácticas en didácticas particulares. Cienfuegos. Editorial:
Universo Sur. ISBN: 978-959-257-606-3.
Díaz, I., & Suárez, A. (2011). Desarrollo de la competencia comunicativa en inglés en estudiantes de
Animación en Cuba. https://www.gestiopolis.com/desarrollo-de-la-competencia-comunicativa-en-
ingles-en-estudiantes-de-animacion-en-cuba/.
Díaz, S. (2023). La extrapolación para el desarrollo de la comprensión- producción de textos. Revista Roca.
Vol. 19 Núm. 1 ISSN: 2974-0735 ENERO- MARZO 2023.
Estrada, R. M. (2017). Textos auténticos en la enseñanza del inglés y la comprensión de textos escritos en
los estudiantes de la promoción 2016 del departamento académico de lenguas extranjeras de la
universidad nacional de educación Enrique Guzmán y Valle, la cantuta. Perú: Universidad Nacional
de Educación.
García, L. (2018). Investigación de campo en contextos educativos. Editorial Académica.
Garzón, M. J., & Basantes, M. L. (2020). La realia en el proceso de aprendizaje de vocabulario en el idioma
inglés. Quito , Ecuador : Publicaciones Universidad central del Ecuador. .
https://repository.unilibre.edu.co/bitstream/handle/10901/23405/Tesis%20Juliana%20Holguin%2
0y%20Catalina%20Manjarres.pdf?sequence=1&isAllowed=y
GEE, S., Technology transfer, Innovation & International Competitiveness.Wiley and Sons. New York.
1981. file:///C:/Users/Usuario/Downloads/20-39-1-SM.pdf
secundaria de la institución “40035 Víctor Andrés Belaunde” de Cerro Colorado, Arequipa 2015.
http://repositorio.unsa.edu.pe/handle/UNSA/5931
Ávila, D. (2019). Fortalecimiento de la habilidad de escucha en el idioma inglés para los estudiantes de
grado 10º y 11º del Instituto COPESAL a través de un objeto virtual de aprendizaje. Universidad
Abierta y a Distancia (UNAD), Bogotá, pp. 86.
Castelló, M; Clariana, M; Palma, M; & Perez, M. (2006). Estrategias de enseñanza y aprendizaje:
Formación del profesorado y aplicación en la escuela. (6ª ed.). España: Grao,de IRLF, S.L.
Ceballos, H., Ramírez, Y., & Isaza, G. (2015). Habla y escucha: habilidades que se fortalecen las
tecnologías de la información y de la comunicación (TIC) en estudiantes de grado octavo. Plumilla
Educativa. Universidad de Manizales, Colombia, pp. 279-298.
Cisneros, S. et al. (2021). Concepciones y buenas prácticas en didácticas particulares. Cienfuegos. Editorial:
Universo Sur. ISBN: 978-959-257-606-3.
Díaz, I., & Suárez, A. (2011). Desarrollo de la competencia comunicativa en inglés en estudiantes de
Animación en Cuba. https://www.gestiopolis.com/desarrollo-de-la-competencia-comunicativa-en-
ingles-en-estudiantes-de-animacion-en-cuba/.
Díaz, S. (2023). La extrapolación para el desarrollo de la comprensión- producción de textos. Revista Roca.
Vol. 19 Núm. 1 ISSN: 2974-0735 ENERO- MARZO 2023.
Estrada, R. M. (2017). Textos auténticos en la enseñanza del inglés y la comprensión de textos escritos en
los estudiantes de la promoción 2016 del departamento académico de lenguas extranjeras de la
universidad nacional de educación Enrique Guzmán y Valle, la cantuta. Perú: Universidad Nacional
de Educación.
García, L. (2018). Investigación de campo en contextos educativos. Editorial Académica.
Garzón, M. J., & Basantes, M. L. (2020). La realia en el proceso de aprendizaje de vocabulario en el idioma
inglés. Quito , Ecuador : Publicaciones Universidad central del Ecuador. .
https://repository.unilibre.edu.co/bitstream/handle/10901/23405/Tesis%20Juliana%20Holguin%2
0y%20Catalina%20Manjarres.pdf?sequence=1&isAllowed=y
GEE, S., Technology transfer, Innovation & International Competitiveness.Wiley and Sons. New York.
1981. file:///C:/Users/Usuario/Downloads/20-39-1-SM.pdf
pág. 5624
Geyser, J. (2010). The productive Skills. Obtenido de http://ezinearticles.com/?The-Productive-Skills-
Speaking&id=4425674.
Gómez Love, R. (2018). La literatura en la enseñanza del inglés. https://riull.ull.es/xmlui/handle/915/7487.
Gómez, J., Restrepo, J., & Parra, E. (2020). Estrategias comunicativas para enfrentar las dificultades al
hablar en inglés en una universidad pública de Colombia. Signo y Pensamiento, 39(77), 1-5.
Góngora Perdomo, A., & Velasco Sosa, E. (2017). El desarrollo de habilidades de comunicación oral en
Lenguas Extranjeras en la formación de profesores de idioma en Cuba. Varona, (Esp), 1-7.
Hernández, E. (2014). El B-learning como estrategia metodológica para mejorar el proceso de enseñanza-
aprendizaje de los estudiantes de inglés de la modalidad semipresencial del departamento
especializado de idiomas de la Universidad Técnica de Ambato. Universidad Complutense de
Madrid. Tesis Doctoral, pp. 503.
Herrera, M. A., & Vega, D. S. (2011). Propuesta metodológica para la enseñanza y aprendizaje de la lengua
extranjera "inglés" en el grado primero de la institución educativa ciudadela siglo XXI de Florencia.
Florencia-Caquetá: Publicaciones Universidad de la Amazonía.
Holguín Carvajal, J. (2022). Realia como técnica didáctica para activar el vocabulario pasivo de los
estudiantes de grado tercero en una IED en la asignatura de inglés. Tesis en opción al grado de
Licenciatura en Educación Básica con Énfasis en Humanidades e Idiomas. Universidad Libre.
Colombia.
Julián Pérez Porto y Ana Gardey. Actualizado el 13 de agosto de 2021. Material didáctico - Qué es,
elementos, características, clasificación y función. https://definicion.de/material-didactico/
Murillo, G. V. (2017). Recursos educativos didácticos en el proceso enseñanza aprendizaje. Educational
resources in the process teaching learning.
Oyarso, A. S., Vargas, M. A., & Reyes, J. E. (2008). Realia and vocabulary learning among young learners.
Chile.
Pérez, A. (2010). Presentación. Nuevas exigencias y escenarios para la profesión docente en la era de la
información y de la incertidumbre. Revista Interuniversitaria de Formación del Profesorado, 68 (2)
http://www.redalyc.org
Geyser, J. (2010). The productive Skills. Obtenido de http://ezinearticles.com/?The-Productive-Skills-
Speaking&id=4425674.
Gómez Love, R. (2018). La literatura en la enseñanza del inglés. https://riull.ull.es/xmlui/handle/915/7487.
Gómez, J., Restrepo, J., & Parra, E. (2020). Estrategias comunicativas para enfrentar las dificultades al
hablar en inglés en una universidad pública de Colombia. Signo y Pensamiento, 39(77), 1-5.
Góngora Perdomo, A., & Velasco Sosa, E. (2017). El desarrollo de habilidades de comunicación oral en
Lenguas Extranjeras en la formación de profesores de idioma en Cuba. Varona, (Esp), 1-7.
Hernández, E. (2014). El B-learning como estrategia metodológica para mejorar el proceso de enseñanza-
aprendizaje de los estudiantes de inglés de la modalidad semipresencial del departamento
especializado de idiomas de la Universidad Técnica de Ambato. Universidad Complutense de
Madrid. Tesis Doctoral, pp. 503.
Herrera, M. A., & Vega, D. S. (2011). Propuesta metodológica para la enseñanza y aprendizaje de la lengua
extranjera "inglés" en el grado primero de la institución educativa ciudadela siglo XXI de Florencia.
Florencia-Caquetá: Publicaciones Universidad de la Amazonía.
Holguín Carvajal, J. (2022). Realia como técnica didáctica para activar el vocabulario pasivo de los
estudiantes de grado tercero en una IED en la asignatura de inglés. Tesis en opción al grado de
Licenciatura en Educación Básica con Énfasis en Humanidades e Idiomas. Universidad Libre.
Colombia.
Julián Pérez Porto y Ana Gardey. Actualizado el 13 de agosto de 2021. Material didáctico - Qué es,
elementos, características, clasificación y función. https://definicion.de/material-didactico/
Murillo, G. V. (2017). Recursos educativos didácticos en el proceso enseñanza aprendizaje. Educational
resources in the process teaching learning.
Oyarso, A. S., Vargas, M. A., & Reyes, J. E. (2008). Realia and vocabulary learning among young learners.
Chile.
Pérez, A. (2010). Presentación. Nuevas exigencias y escenarios para la profesión docente en la era de la
información y de la incertidumbre. Revista Interuniversitaria de Formación del Profesorado, 68 (2)
http://www.redalyc.org
pág. 5625
Pérez, M. I. (2015). Procesos de aprendizaje: Desarrollo de habilidades comunicativas. Grado en magisterio
de Educación Primaria, 1-3.
Reyes Rios Rolando (2023) Teorías del Aprendizaje y su Aplicación en el Aula. https://epperu.org/teorias-
del-aprendizaje-y-su-aplicacion-en-el-aula/
Rodríguez, M. (2019). Observación participante en investigación cualitativa. Editorial Académica.
Rodriques, M. V. (2000). Perspective of Communication and Communication competence. Ashok Kumar
Mittal.
Savignon, S. (2002). Interpreting communicative language teaching: Contexts and concerns in teacher
education, 1-27. www.jstor.org/stable/j.ctt1npsh9.4
Soto, L. (2019). Virtualidad y presencialidad en el aprendizaje del inglés como lengua extranjera. Ciencia
Unisalle. Universidad de La Salle, Bogotá. https://ciencia.lasalle.edu.co/lic_lenguas/841 pp.1-19.
Spratt, M., Pulverness, A., & Williams, M. (2012). Teaching Knoeledge Test. United Kingdom: Cambridge
University Press.
Taji, A. K. (2014). Compensation Strategies: Tracking Movement in EFL Learners’ Speaking Skills. Gist
Education & Learning Research Journal, 102.
Widdowson, H. G. (2001). Teaching Language as communication. Hong Kong: Monotype Imprint.
Zapata, S. T. (2019). El rol de las imágenes en el desarrollo de la memoria semántica y la construcción de
la significación del objeto en la clase de inglés. Bogotá : Publicaciones Universidad Libre.
Pérez, M. I. (2015). Procesos de aprendizaje: Desarrollo de habilidades comunicativas. Grado en magisterio
de Educación Primaria, 1-3.
Reyes Rios Rolando (2023) Teorías del Aprendizaje y su Aplicación en el Aula. https://epperu.org/teorias-
del-aprendizaje-y-su-aplicacion-en-el-aula/
Rodríguez, M. (2019). Observación participante en investigación cualitativa. Editorial Académica.
Rodriques, M. V. (2000). Perspective of Communication and Communication competence. Ashok Kumar
Mittal.
Savignon, S. (2002). Interpreting communicative language teaching: Contexts and concerns in teacher
education, 1-27. www.jstor.org/stable/j.ctt1npsh9.4
Soto, L. (2019). Virtualidad y presencialidad en el aprendizaje del inglés como lengua extranjera. Ciencia
Unisalle. Universidad de La Salle, Bogotá. https://ciencia.lasalle.edu.co/lic_lenguas/841 pp.1-19.
Spratt, M., Pulverness, A., & Williams, M. (2012). Teaching Knoeledge Test. United Kingdom: Cambridge
University Press.
Taji, A. K. (2014). Compensation Strategies: Tracking Movement in EFL Learners’ Speaking Skills. Gist
Education & Learning Research Journal, 102.
Widdowson, H. G. (2001). Teaching Language as communication. Hong Kong: Monotype Imprint.
Zapata, S. T. (2019). El rol de las imágenes en el desarrollo de la memoria semántica y la construcción de
la significación del objeto en la clase de inglés. Bogotá : Publicaciones Universidad Libre.