“Use of the Realia to Practice Active Vocabulary in Young Learners”

Simple item page
dc.contributor.advisorCando Guanoluisa, Fabiola Soledad
dc.contributor.authorCollaguazo Amores, Lisette Anahí
dc.contributor.authorTipantuña Guaman, Jaime Misael
dc.date.accessioned2025-07-28T20:05:25Z
dc.date.available2025-07-28T20:05:25Z
dc.date.issued2025-02
dc.description.abstractThe problem addressed in this research is the difficulty that students have in using vocabulary actively and in real contexts. The main objective of this qualitative study was to enhance vocabulary learning in 4th-grade students through the use of realia with Total Physical Response (TPR) and the Natural Approach in the Educational Unit “El Sembrador”. The study followed an action research approach, which included problem identification, planning, implementation, and reflection. Data were collected through different instruments. A diagnostic test and a progress test showed significant improvement in vocabulary retention, as students' mean scores increased from 5.23 on the diagnostic test to 8.72 on the progress test, highlighting the usefulness of realia in vocabulary retention. The reflection on the recorded activity to see students using vocabulary suggests that realia does not effectively promote active vocabulary use. Although they help in vocabulary recognition, they do not promote consistent or frequent application by learners, as their vocabulary use remains limited or occasional. This indicates that, while real objects can promote active vocabulary to some extent, additional strategies may be necessary to ensure sustained and frequent use of vocabulary. Finally, the reflection process on positive and negative points shows that the use of realia in the classroom enhances learning by engaging students' senses and connecting abstract concepts with real-world experiences, promoting active participation and deeper understanding. However, challenges arise, such as students' difficulty relating objects to the lesson, distractions from play, and reluctance to participate due to fear of being wrong or lack of confidence. Variety levels of knowledge can create insecurity, limiting participation, while classroom and time management issues can hinder the flow of the lesson and delay progress. Effective management is essential to maximize the benefits of realia while addressing these challenges.
dc.format.extent101 páginas
dc.identifier.citationCollaguazo Amores, Lisette Anahí y Tipantuña Guaman, Jaime Misael (2025); “Use of the Realia to Practice Active Vocabulary in Young Learners”. UTC. Pujilí. 101 p.
dc.identifier.otherUTC-XPU-PINE-2025-023-TS
dc.identifier.urihttps://repositorio.utc.edu.ec/handle/123456789/14602
dc.language.isoen
dc.publisherEcuador : Pujilí : Universidad Técnica de Cotopaxi (UTC)
dc.subjectACTIVE VOCABULARY
dc.subjectNATURAL APPROACH
dc.subjectTOTAL PHYSICAL RESPONSE
dc.title“Use of the Realia to Practice Active Vocabulary in Young Learners”
dc.typeThesis
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
UTC-XPU-PINE-2025-023-TS
Size:
1016.75 KB
Format:
Adobe Portable Document Format
Description:
PROYECTO DE GRADO A TEXTO COMPLETO
Download
License bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Titulación - Carrera de Licenciatura en Inglés