Cartografía del panorama global de las creencias sobre el inglés como lengua extranjera (2000-2023)
DOI:
https://doi.org/10.61154/mrcm.v11i3.3981Palabras clave:
Creencias, Diversidad metodológica, PRISMA, Colaboraciones en investigaciónResumen
Comprender las creencias de educadores y estudiantes es fundamental en el dinámico campo de la enseñanza de idiomas, ya que influye en las técnicas pedagógicas y los resultados del aprendizaje. Por ello, esta revisión sistemática analiza 455 artículos empíricos sobre creencias en contextos de inglés como lengua extranjera (EFL) desde el año 2000 hasta 2023. El análisis siguió las directrices del protocolo PRISMA. Los hallazgos indican un aumento gradual en las publicaciones a partir de 2006, con un crecimiento significativo desde 2010 y un pico en 2023. Las creencias más investigadas fueron la enseñanza de la gramática, la pronunciación y la autonomía del aprendiz. El artículo aborda la naturaleza de las colaboraciones en investigación, destacando a Australia como el país con la red más amplia de asociaciones internacionales. Se observa una preferencia predominante por la investigación cualitativa, especialmente en estudios sobre docentes. El grupo menos examinado fue el de los docentes en formación, lo que sugiere una brecha en la investigación actual. La prueba de independencia de chi-cuadrado confirmó una relación estadísticamente significativa entre los enfoques de investigación y los tipos de participantes. Los datos recopilados proporcionan una visión y comprensión del panorama actual de las creencias en EFL y sirven como guía para futuras investigaciones en este ámbito.Descargas
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