Aplicación del aprendizaje basado en la enseñanza del inglés universitario: una revisión sistemática
Application of learning based on the teaching of university english: a systematic reviewBarra lateral del artículo
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El Aprendizaje Basado en Tareas (ABT) constituye un enfoque pedagógico relevante para la enseñanza del inglés. Debido a esto, la investigación tuvo como objetivo analizar la aplicación del ABT en la enseñanza del inglés a nivel universitario. Para ello, se realizó una revisión sistemática basada en el método PRISMA, donde se identificaron 25 estudios publicados entre 2020 y 2024. Los resultados evidenciaron que el ABT fortalece competencias lingüísticas (fluidez oral, precisión gramatical, vocabulario técnico), habilidades transversales (pensamiento crítico, colaboración), reduce la ansiedad e incrementa la autonomía estudiantil. Sin embargo, persisten desafíos como formación docente insuficiente, dificultades para gestionar aulas heterogéneas y carencia de materiales adaptados. La efectividad se optimiza mediante marcos evaluativos que combinan pruebas pre-post, análisis cualitativos de desempeño y triangulación metodológica. Se concluye que, pese a su potencial transformador, la implementación exitosa del ABT exige superar brechas institucionales mediante formación docente práctica, recursos contextualizados y reformas curriculares flexibles.
Task-Based Learning (TBL) represents a relevant pedagogical approach for English language teaching. Therefore, this research aimed to analyze the application of TBL in English teaching at the university level. For this purpose, a systematic review based on the PRISMA method was conducted, identifying 25 studies published between 2020 and 2024. The results revealed that TBL strengthens linguistic competencies (oral fluency, grammatical accuracy, technical vocabulary), develops transversal skills (critical thinking, collaboration), reduces anxiety, and increases student autonomy. However, challenges persist, such as insufficient teacher training, difficulties in managing heterogeneous classrooms, and a lack of adapted materials. Effectiveness is optimized through evaluative frameworks combining pre-post tests, qualitative performance analysis, and methodological triangulation. It is concluded that, despite its transformative potential, successful TBL implementation requires overcoming institutional gaps through practical teacher training, contextualized resources, and flexible curricular reforms.
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