Relación entre el dominio del inglés, la comprensión lectora académica y el pensamiento crítico en estudiantes universitarios
DOI:
https://doi.org/10.63688/3fjv8h87Palabras clave:
english proficiency, academic reading comprehension, critical thinking, critical reading, university studentsResumen
El presente estudio tiene como objetivo analizar la relación entre el dominio del inglés, la comprensión lectora académica y el pensamiento crítico en estudiantes universitarios. Para ello, se desarrolló una revisión sistemática de la literatura científica, mediante la selección y análisis de 20 estudios relacionados con la competencia en inglés, la comprensión lectora en segunda lengua, el vocabulario académico, las estrategias de lectura, la lectura crítica y el pensamiento crítico en la educación superior. La metodología empleada permitió organizar la evidencia en categorías temáticas, con el fin de identificar tendencias, aportes y vacíos de investigación. Los resultados sugieren que el dominio del inglés cumple un papel relevante para el desempeño académico universitario, ya que permite a los estudiantes comprender textos científicos, identificar ideas principales, interpretar argumentos y evaluar información de manera crítica. Asimismo, se identificó que la comprensión lectora académica depende de factores lingüísticos, cognitivos y metacognitivos, como el vocabulario, la gramática, los conocimientos previos y el uso de estrategias de lectura. Finalmente, se concluye que el pensamiento crítico puede fortalecerse mediante actividades de lectura académica en inglés que promuevan el análisis, la reflexión, la argumentación y la evaluación de evidencias.
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Derechos de autor 2026 Diego Alejandro Fernández Cando, Cecilia Crespo Cortés, Leslie Sabine Gavilanes Guerrero, Javier Patricio Ortiz León, Jefferson Javier Poveda Taipe (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
