Estrategias de aprendizaje en el dominio del inglés en universitarios: Una revisión sistemática
Learning strategies for english proficiency in university students: A systematic reviewContenido principal del artículo
El inglés se considera el idioma de la ciencia en el mundo académico y ante las demandas de la globalización, el aprendizaje del idioma inglés se vuelve más consciente, ante ello el estudiante se inicia en el uso de diferentes estrategias; por lo que el objetivo de este artículo es: analizar los resultados de estudios científicos, para conocer qué estrategias de aprendizaje se utilizan con mayor frecuencia para mejorar el dominio del idioma inglés en los estudiantes universitarios. Para ello los materiales y métodos empleados fueron una revisión sistemática de literatura, de enfoque cualitativo-cuantitativo, nivel descriptivo, cuya técnica de recolección fue la revisión bibliográfica, se revisaron 26 estudios relevantes encontradas en tres bases de datos: Scopus, ScienceDirect, Eric en base al modelo PRISMA 2020 entre los años 2020 al 2023. Los resultados evidenciaron que 46,2% de estudios se centraron en estrategias de aprendizaje utilizados con mayor frecuencia; el 30.8 % evidenció los métodos empleados en los estudios; el 23 % se centraron en los resultados alcanzados; asimismo el uso de estrategias metacognitivas y cognitivas usadas con mayor frecuencia. Se concluye en que las investigaciones coinciden que las estrategias ayudan y promueva el desarrollo de destrezas y de las habilidades lingüísticas en el dominio del idioma inglés.
English is considered the language of science in the academic world and in the face of the demands of globalization, English language learning becomes more conscious, and therefore the student begins to use different strategies; therefore, the objective of this article is: to analyze the results of scientific studies, to know which learning strategies are most frequently used to improve English language proficiency in university students. For this, the materials and methods used were a systematic literature review, with a qualitative-quantitative approach, descriptive level, whose collection technique was the bibliographic review, 26 relevant studies found in three databases were reviewed: Scopus, ScienceDirect, Eric based on the PRISMA 2020 model between the years 2020 to 2023. The results showed that 46.2% of studies focused on learning strategies most frequently used; 30.8% showed the methods used in the studies; 23% focused on the results achieved; Likewise, the use of metacognitive and cognitive strategies is most frequently used. It is concluded that research agrees that these strategies help and promote the development of skills and linguistic abilities in English language proficiency.
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