Diagnóstico De Habilidades Lingüísticas En Telesecundaria. Punto De Partida Para Innovar Su Tratamiento Didáctico

Abstract

This paper presents the results of a diagnostic assessment of macro-linguistic skills as a starting point for innovating their didactic treatment in telesecundaria (distance learning secondary school). Listening, speaking, reading, and writing form an interdependent set of components that are crucial for learning and participation in society. The study was conducted with a third-grade group at the “Dr. Rafael Lucio Nájera” Telesecundaria in Xalapa, Veracruz, using a quantitative approach with a non-experimental, cross-sectional, and descriptive design, during four fieldwork sessions in May 2023. The results reveal significant deficiencies in listening comprehension (72% were at the elementary level and no student achieved excellence), reading speed (92% read below 135 words per minute), and written production, characterized by difficulties in text organization, vocabulary use, argumentation, and confidence in oral expression. The findings indicate that innovation in this field entails implementing diverse pedagogical strategies based on analytical diagnosis, in order to personalize teaching, create inclusive environments, and strengthen reflective practice. The value of the study lies in demonstrating that systematic evaluation is the primary input for designing teaching sequences that address the real needs of students.