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Revista Iberoamericana de la Educación, Vol - 8 No. 2, April - June 2024
e-ISSN: 2737-632x
Pgs 50-61
* Magíster en Educación, Universidad
Estatal Península de Santa Elena
fdominguez@upse.edu.ec
https://orcid.org/0000-0001-7325-4552
* Magíster en Gerencia de Innovaciones
Educativas, Universidad Estatal Península
de Santa Elena
sgonzalezr@upse.edu.ec
https://orcid.org/0000-0002-9993-2881
Received: January, 2024
Approved: March, 2024
DOI:
https://doi.org/10.31876/
ie.v8i12.270
http://www.revista-
iberoamericana.org/index.
php/es
How to cite:
Domínguez, F., González, S.
(2024) Teaching strategies for
improving linguistic
communication in Language
and Literature. Revista
Iberoamericana De educación,
8 (2).
Teaching strategies for improving
linguistic communication in Language
and Literature
Estrategias didácticas para el mejoramiento de la comunicación lingüística
en el área de Lengua y Literatura
Estratégias de ensino para melhorar a comunicação linguística no domínio
da língua e da literatura
Fabián David Domínguez Pizarro*
Sara Dolores González Reyes*
Abstract
This article is relevant in the area of Language and Literature,
because it covers the didactic strategies applied by teachers and aims
to determine their impact on the improvement of linguistic
communication, for which 12 teachers from two educational
institutions were investigated by applying a mixed methodology
through surveys and interviews, where the importance of
communication in the training of students who, with the help of
technology, must adapt to today's world was analyzed. This research
proved the incidence of didactic strategies and ICTs to strengthen
linguistic macro-skills.
Keywoks: Teaching strategies, Linguistic Communication,
Language and Literature, Information and Communication
Technologies.
Resumen
El presente artículo es relevante en el área de Lengua y Literatura,
porque abarca las estrategias didácticas aplicadas por los docentes y
tiene como objetivo, determinar su incidencia en el mejoramiento de
la comunicación lingüística, para lo cual se investigó a 12 docentes
de dos establecimientos educativos aplicando una metodología mixta
a través de encuestas y entrevistas, donde se analizó la importancia
de la comunicación en la formación de los discentes que, con ayuda
de la tecnología deben adaptarse al mundo actual. Esta investigación
comprobó la incidencia de las estrategias didácticas y las Tics para
fortalecer las macrodestrezas lingüísticas.
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Teaching strategies for improving linguistic communication in Language and Literature
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Palabras clave: Estrategias didácticas, Comunicación Lingüística,
Lengua y Literatura, Tecnologías de la Información y Comunicación.
Resumo
Este artigo é relevante na área da Língua e da Literatura, pois aborda
as estratégias didácticas aplicadas pelos professores e tem como
objetivo determinar o seu impacto na melhoria da comunicação
linguística, para o que foram investigados 12 professores de dois
estabelecimentos de ensino, utilizando uma metodologia mista
através de inquéritos e entrevistas, onde se analisou a importância da
comunicação na formação dos alunos que, com a ajuda da
tecnologia, devem adaptar-se ao mundo atual. Esta investigação
comprovou a incidência das estratégias didácticas e das TIC para
reforçar as competências macro-linguísticas.
Palavras-chave: Estratégias didácticas, Comunicação Linguística,
Língua e Literatura, Tecnologias de Informação e Comunicação.
INTRODUCTION
The teaching of the subject Language and Literature, encompasses
different aspects in which the learning of linguistic communication
stands out, as the main part in the study of our language and that
serves to have a better harmony and coexistence among all members
of society, since by being more communicative, better and greater
benefits can be achieved in favor of the community.
As linguistic communication is the art that human beings have to be
able to communicate and transmit knowledge or knowledge in
different ways within different social groups, communication is a
fundamental pillar in the formation of each individual, since the
correct development in society depends on it, standing out in their
professional, work, educational and daily activities.
Furthermore, it is an essential part of the educational process,
becoming the most important aspect of the study and practice of our
language, therefore, teachers must use innovative strategies,
methods, techniques and tools to educate children and young people
in a more creative way and whose objective is the improvement and
learning at different levels of study of the educational system.
In the Ecuadorian educational environment, linguistic
communication is embodied in the correct application of the macro
skills of Language and Literature: listening, speaking, reading and
writing, (Mineduc, 2016, p. 47) which are necessary to form people
who contribute for the progress and development of society, through
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values, principles, knowledge and innovative and creative ideas that
allow achieving better human conditions to live.
With the development of Information and Communication
Technologies (ICT), quality education can be provided, as it is part
of a great challenge, since not everyone has the necessary resources.
However, the preparation of teachers in the application of ICTs
should also be considered as a key aspect, "it is not enough to have
such tools or technological resources if current and future teachers
have not been prepared to use them or do not know how to use the
information they deliver" (Orellana García, 2018, p. 17).
Linguistic communication has also undergone changes due to the use
of ICT, however, these changes do not represent significant
advances in all sectors, due to the lack of internet access, mainly
from rural areas. The development of linguistic communication
involves different competencies and components ranging from the
linguistic to the personal, which directly influence the life of each
person, as expressed:
Therefore, the integral development of competence in linguistic
communication includes knowing in the linguistic component,
knowing how to do in the pragmatic-discursive component, knowing
how to be in the sociocultural component, being able to do in the
strategic component that allows the individual to overcome the
difficulties that arise in the communicative act, and wanting to do in
the personal component that includes the attitudes and motivation of
the individual (Cejudo, Salido López, & Rodrigo Ruiz, 2017, p.
136).
Among the multiple shortcomings within linguistic communication
are the lack of habits in reading, deficiencies in reading
comprehension, little interest in learning the subject, among others.
This in turn generates consequences in the students' learning, such
as: poor linguistic communication skills, limited vocabulary, lack of
argumentation and support of ideas, which are reflected in incorrect
decision making.
At the Higher Basic level of the fiscal establishments belonging to
District 24 D01, Circuit 03, there are indications that the students
show deficiencies in linguistic communication, which causes them
to be unable to develop adequately inside and outside the educational
environment, evidenced in the limited oral expression and the little
importance of learning Language and Literature, forgetting that this
subject is the basis of our language.
The teaching of Language and Literature should be strengthened
with the use and application of technological tools and/or resources,
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in order to meet the proposed objectives according to the demands
of the technological world, where students can improve the different
aspects that are part of linguistic communication, both oral and
written, so necessary for the development and progress of different
societies.
Among the negative aspects of the lack of correct linguistic
communication is the scarce application of macro-skills in daily life,
which greatly affects the present and future of students. In this sense,
it should be considered that their learning and subsequent practice is
essential to improve the educational process and personal
relationships within the different social environments in which each
individual develops.
This research work focuses on the improvement of linguistic
communication due to its importance in the social context, because
it represents the degree of study that each person has and that will
determine in a positive or negative way, his style and level of life
within a society. That is why its teaching and learning should be a
priority within the National Education System. With respect to the
aforementioned, it is stated that:
In a society that intends to find in the development of the knowledge
of those who conform it its greatest asset, the child, the young person
and the adult have to be able to employ as many instruments as are
within their reach to make effective learning throughout life. And in
this learning, reading and writing should be the educational priorities
of those of us who have any responsibility (Consejo Escolar del
Estado, 2008, p. 4).
Education constitutes an investment of great social relevance,
(Colella & Díaz - Salazar, 2015, p. 300), however, the reality of our
country due to the economic crisis and the current pandemic, makes
the State unable to provide sufficient technological resources or
infrastructure to educational institutions, thus affecting public
education with greater emphasis on rural areas, causing limitations
at the time of educating.
For the aforementioned reasons, the following research question
arises:
What is the incidence of the didactic strategies in the improvement
of linguistic communication in the area of Language
linguistic communication in the area of Language and Literature?
The present research work is relevant, since both didactic strategies
and linguistic communication are essential parts of the educational
process and, therefore, in the formation of students. With respect to
the first variable, it is related to the teaching work that aims to
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achieve the best academic results in Language and Literature; and in
the case of the second variable, it has to be reflected in the behavior
of the students with their environment, demonstrating education and
culture in different social scenarios.
Similarly, this project seeks to improve the quality of education
through the analysis of the didactic strategies used by teachers so
that students acquire significant learning that will help them in their
daily lives and thus, comply with the fourth sustainable development
goal proposed by the United Nations General Assembly in 2015,
which refers to ensuring quality education that promotes learning
opportunities for all (UN, 2015).
The strengthening of personal relationships, expressed in good
communication and constructive dialogues are key to understanding
the importance of linguistic communication during the schooling
stage of students at all levels, allowing them to create spaces for
social coexistence and also generating confidence when
communicating either orally or in writing with other people, inside
and outside the classroom (Escobar, 2019).
In the educational field, this research work contributes with a
thorough study and analysis of didactic strategies, their impact on
linguistic communication and on the fulfillment of the macro-skills
(listening, speaking, reading and writing) so fundamental for social
interaction, since it is the most effective means that human beings
have to transmit their ideas or thoughts to other people.
For teachers, the full development of linguistic communication
should be a priority in the area of Language and Literature, for this
reason they should be in constant innovation and search for resources
that allow them to interact with students, making it a strength within
the educational system, evidencing knowledge, principles and
human values to have a Good Life according to human dignity.
Finally, this issue is related to Article 27 of the Constitution of the
Republic in force since 2008, which states that education will focus
on the holistic development of human beings by improving
competencies, skills and abilities that allow them to develop within
society in a dignified and responsible manner to contribute to the
progress of the country with creative or innovative ideas for the
common good.
In the Report to the United Nations Educational, Scientific and
Cultural Organization (UNESCO), it is stated that education should
be structured around four fundamental pillars for the development of
society: learning to know, learning to do, learning to live together
and learning to be, which generates a commitment among the
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members of the educational community: managers, teachers, parents
and students, in all areas of knowledge (Delors, 1996, pp. 95-96).
Taking as a reference the four fundamental pillars of education, it is
necessary to consider that this helps in the holistic or integral
formation of people and their constant preparation to be part of the
true social change that aims at a more just, supportive and equitable
society, having education as a starting point and society as a point of
arrival for the growth and development of peoples.
Regarding the topic in question, (Araujo, 2017), published an article
on "Meaningful Didactic Strategies for the Development of Reading
Comprehension of Students in Primary Education" where she states
that a productive work environment should be propitiated in the
classroom that promotes the reading process towards the search for
academic excellence, through dialogue and confrontation of ideas,
this reflects the importance of reading as the basis of linguistic
communication.
In her refereed article, the author emphasizes that reading is an
essential part in the educational environment, therefore, the activities
proposed within the teaching process should focus on the production
of content that with the different techniques of oral communication:
debate, round table, panel, forum, among others, serve so that
students can improve their form of expression that leads them to be
critical and confronters of ideas or thoughts.
Continuing with the description of previous research, in this regard,
(Romo, 2017), in his doctoral thesis "Didactic Strategies and
Evaluation of Oral Communication", argues that the systematic
application of didactic activities by teachers, allow the development
and fulfillment of the skills of oral communication, using effective
instruments for the evaluation process of learners, which means a
continuous preparation and training in teachers of all areas, and in
this specific case of Language and Literature, as a primary area of
knowledge.
In this doctoral thesis, an exhaustive study is made of the different
aspects of Language and Literature, its components and changes that
have occurred in Ecuador as a result of curricular reforms, design of
didactic material, didactics of oral communication, among other
aspects, in order to have a greater perspective on the teaching of this
subject for teachers and learning in the case of students, concluding
that an adequate application of didactic activities favors the
fulfillment of the proposed objectives.
In any educational process, didactic strategies have a very important
function, which consists of the selection of methods, techniques and
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instruments focused on achieving the different skills and objectives
proposed in the National Curriculum of Ecuador for each year of
schooling, so that their adequate compliance or non-compliance will
be decisive at the time of evaluating the learning required in students.
In accordance with the above, didactic strategies are defined as
follows:
Didactic strategies are also reinforced in the constructivist theory.
These are considered actions planned by the teacher for the
construction of learning and the achievement of the educational
objectives set for the student. They can also be considered as a strict
sense, an organized, formalized and oriented procedure to obtain an
objective established in advance (Barreno, 2019, p. 26).
In this sense, he agrees in his definition and considers didactic
strategies as:
The set of actions that the teacher designs for the development of the
teaching-learning process according to his educational planning
objectives, and with the purpose of generating in the students
interests and motivations towards the topics under development
(Jiménez, 2019, p. 37).
Didactic strategies are developed in an effective way, when the
teacher selects the educational resources, taking into account the
demands and diversity of learning styles that students have within
the classroom, thus generating an environment of interest and
motivation in the development of the subject, achieving greater and
better results in the academic field.
The characteristics of the didactic strategies, according to (Feo,
2010), should consider various aspects that are elementary to achieve
the objectives proposed in the study of each subject, adopting and
adapting the most dynamic and innovative resources that promote
the improvement of macro-skills as a fundamental axis in the subject
of Language and Literature.
These aspects are related to teaching, procedures, learning and
evaluation. With respect to the previous paragraph, it should be
recognized that the application of didactic strategies has greater
relevance due to the "success" or "limitation" that can be achieved
during the educational process, which means that teachers must be
very selective when choosing strategies and adapting them in their
planning, in order to execute them in the classroom, considering the
diversity and styles in which each individual learns.
Linguistic communication
Throughout the history of mankind, the human being felt the need to
communicate in order to transmit feelings, emotions, thoughts,
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opinions and ideas, but this was a very long process that began with
a nonverbal language, then there was cave art, then the invention of
writing appeared and this in turn gave rise to languages, all these
changes helped to improve such communication with codes or signs
that characterized the different societies.
Linguistic communication is something proper and characteristic of
human beings, it is an art that allows them to communicate with their
environment in an effective and affective way, contributing with
knowledge for the benefit of the community and clearly expressing
the different ways of thinking, but this depends largely on the degree
of culture, preparation and ability of individuals to live in society. In
this regard, it is stated that:
Although communication is not the absolute property of human
beings because animals also use it, linguistic communication is
proper to human beings and gives man the power to construct a
conception of the world different from other entities of the animal
kingdom. Life in society is possible thanks to communication
(Rubio, 2019, p. 20).
In addition, it should be considered that linguistic communication
implies the full development of macro-skills and communicative
skills, through the correct use of language in all its dimensions and
that it allows human beings to interact in different areas, whether
personal, work, social and professional. In this sense, it is mentioned:
Linguistic communication consists of learning to use language with
the necessary resources to participate, through language, in the
different spheres of life to know how to provide communicative
information that encompasses opinions for this we must be able to
interact through language in a diversity of contexts to meet personal,
professional and social needs (Jordan, 2016, p. 36). (Jordan, 2016, p.
36). The importance of linguistic communication (verbal and
nonverbal) is a key point within the schooling stage and lies in the
fact that students must develop the necessary skills that allow them
to be true senders and receivers to interact with other people in
different social and cultural contexts, even when there are different
perspectives on a topic to be discussed, because tolerance reflects the
maturity of people. Human beings are always communicating
something, from the way they dress, walk, sit, sit, look, among other
human activities, for this reason gestures must be accompanied by
words; and words by the corresponding actions.
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MATERIALS AND METHODS
Two types of research were applied in this work: bibliographic and
descriptive. Regarding the bibliographic research, different sources
were investigated, such as: books, undergraduate, graduate and
doctoral theses, articles and scientific journals, as well as official
documents issued by the Ministry of Education of Ecuador, which
served as a scientific basis within the theoretical framework
developed in the previous section. It is also descriptive since an in-
depth study is made on the use of the respective categories.
Twelve teachers were interviewed and surveyed with the objective
of determining the incidence of didactic strategies in the teaching-
learning process of the students and in this way to know the different
realities that are present in the educational environment, among
which are that not all educational institutions have access to internet,
as well as the little accompaniment of the parents in the school stage
of the students.
RESULTS
With respect to the application of didactic strategies in the area of
Language and Literature, the teachers surveyed know several
strategies that are part of the theoretical framework of this research;
however, not all of them are applied in a satisfactory manner within
the educational process; this coincides with what they stated in the
interviews and also with what was observed in the synchronous class
record, where there was much limitation of content and few
strategies were applied by the different teachers.
On the other hand, the teachers in the surveys agreed that the lack of
reading has an impact on the lack of reading comprehension;
likewise, in the interviews they stated that this problem exists in their
students, but that they work to promote reading inside and outside
the classroom; however, in the synchronous class it was evident that
neither reading nor the writing of texts is always promoted as part of
the teaching-learning process.
The teachers in the surveys answered that they agreed with the
importance of developing the macro-skills (listening, speaking,
reading and writing); in addition, during the interviews they referred
to several strengths that their students have in the area of Language
and Literature; but this information contrasts with the synchronous
class, where it was observed that the development of the macro-skills
is not fully complied with.
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In relation to the information obtained from the interviews and
surveys, the incidence of didactic strategies is verified, but at the
same time, new ways of motivating dynamic, interactive and
investigative learning should be investigated, considering the
changes that occur in the technological world where Artificial
Intelligence can be a wide field for research that favors teachers at
all educational levels.
Can artificial intelligence improve the quality of education, so that
students obtain better knowledge applied to everyday life?
CONCLUSIONS
The didactic strategies have an impact on the improvement of
linguistic communication, because they make the educational
process more dynamic, participatory and interactive, considering the
different learning styles of the students, which are the main axis of
education; in addition, empirical verification could be carried out
taking as a reference the theoretical framework proposed in this
research work.
The different didactic strategies applied by teachers in the area of
Language and Literature during the teaching-learning process are:
interactions among students, oral expositions, brainstorming, group
work, reading and writing techniques.
Linguistic communication is important in the different daily
activities carried out by students, when they listen and construct their
own knowledge; when they speak or interact with other people,
when they read to cultivate their intellect and also when they write
to express their ideas or thoughts.
There is a relationship between didactic strategies in Language and
Literature and linguistic communication, since, through
bibliographic and empirical research, it was possible to learn about
the great diversity of strategies that teachers can apply inside and
outside the classroom.
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