DESIGN AND IMPLEMENTATION OF A VIRTUAL LEARNING OBJECT TO ENHANCE ENGLISH LANGUAGE TEACHING IN SECONDARY EDUCATION

Abstract

This article analyzes the design and implementation of a Virtual Learning Object (VLO) as an innovative strategy to strengthen communicative competencies in English among secondary school students. The main objective was to evaluate the pedagogical impact of this tool on the development of specific language skills. The study adopted a mixed-methods approach, combining both quantitative and qualitative techniques. Diagnostic surveys, semi-structured interviews, participant observation, and performance assessments were applied before and after the intervention. The sample consisted of eighth-grade students from the Sor Matilde Sastoque Educational Institution, who used the VLO for several weeks as part of the curriculum. The findings revealed a significant increase in student motivation and participation, along with notable improvements in oral fluency, listening comprehension, reading, and grammatical structuring. Seventy percent of students improved their written performance, and 75% expressed greater interest in the subject, attributing it to the dynamic and interactive nature of the resource. Teachers, in turn, valued the usefulness of the VLO as support for planning more engaging and student-centered classes. Theoretically, the study reaffirms the relevance of using ICT under constructivist approaches, as it generates meaningful, personalized, and motivating learning environments. From a practical standpoint, it concludes that the incorporation of VLOs represents a viable alternative to renew English language teaching, provided it is accompanied by continuous teacher training and technological strengthening policies. This study provides empirical evidence of the value of digital tools in diverse educational contexts and invites further exploration of their potential across other areas of the school curriculum.