La secuencia didáctica para la participación oral en inglés: revisión sistemática
Resumen
El presente artículo analiza la efectividad de la secuencia didáctica como marco pedagógico estructurado para dinamizar la participación oral en inglés como lengua extranjera (EFL). Bajo un enfoque cualitativo con alcance descriptivo-explicativo, se examina de qué manera el diseño articulado de tareas comunicativas, el andamiaje progresivo (scaffolding) y la integración de mediaciones tecnológicas —tales como la gamificación, el modelo de aula invertida y la práctica conversacional con asistentes de inteligencia artificial (chatbots) influyen en la fluidez, la autoconfianza y la disposición a comunicarse (Willingness to Communicate, WTC). La fundamentación metodológica integra la síntesis de evidencia reciente y el análisis de secuencias instruccionales enfocadas en el aprendizaje basado en tareas (TBLT). Los hallazgos sostienen que una secuencia didáctica intencionada reduce significativamente el filtro afectivo y la ansiedad lingüística asociada principalmente a la pronunciación y a la exposición pública, al tiempo que proporciona estructuras previsibles que facilitan el paso del silencio defensivo hacia una producción oral activa, genuina y colaborativa en el aula. Se concluye que la secuencia didáctica, enriquecida con retroalimentación formativa y herramientas digitales de bajo riesgo afectivo, se constituye en un dispositivo pedagógico clave para potenciar la competencia comunicativa integral en los estudiantes.
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Derechos de autor 2026 Ruby Esther Vásquez German,Danilsa Del Carmen Lorduy Arrellano
Esta obra está bajo licencia internacional Creative Commons Reconocimiento-NoComercial-SinObrasDerivadas 4.0.
