Factores que influyen en la expresión oral en inglés en estudiantes universitarios: revisión sistemática de estudios 2020-2025
Factors that influence oral expression in English in university students: a systematic review of studies 2020-2025Barra lateral del artículo
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El dominio del inglés es fundamental en la educación superior, siendo la expresión oral la habilidad más desafiante. El objetivo del estudio fue analizar los factores afectivos, cognitivos y contextuales que influyen en la expresión oral en inglés dentro del ámbito universitario. Se desarrolló una revisión sistemática con enfoque cualitativo, bajo lineamientos PRISMA 2020. La búsqueda abarcó el periodo 2020-2025 en la base de datos Scopus. De un total de 15,033 documentos resultaron incluidos 16 artículos originales. Los resultados revelaron que la ansiedad lingüística y el miedo a la evaluación negativa son los principales inhibidores psicológicos. Cognitivamente, la carencia léxica afecta la fluidez más que la pronunciación. Contextualmente, los entornos digitales y el aprendizaje híbrido actúan como amortiguadores afectivos que incrementan la disposición a comunicarse. Se concluye que la competencia oral es multidimensional, predominando las variables afectivas sobre las lingüísticas, requiriendo prácticas docentes orientadas a la gestión emocional y mediación tecnológica.
Mastery of English is fundamental in higher education, making oral expression the most challenging skill. The objective of the study was to analyze the affective, cognitive and contextual factors that influence oral expression in English within the university context. A systematic review with a qualitative approach was developed, based on the PRISMA 2020 guidelines. The search covered the period 2020-2025 in the Scopus database. From a total of 15,033 documents, 16 original articles were included. The results revealed that linguistic anxiety and fear of negative evaluation are the main psychological inhibitors. Cognitively, lexical deficiency affects fluidity more than pronunciation. Contextually, digital environments and hybrid learning act as affective buffers that increase the willingness to communicate. It is concluded that oral competence is multidimensional, with affective variables predominating over linguistic ones, requiring teaching practices oriented towards emotional management and technological mediation.
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