Conocimiento gramatical y desempeño oral en estudiantes de inglés: revisión sistemática
DOI:
https://doi.org/10.62305/alcon.v6i4.1239Palabras clave:
conocimiento gramatical; desempeño oral; producción oral; inglés como lengua extranjera; revisión sistemáticaResumen
El conocimiento gramatical suele relacionarse con la producción oral en inglés, aunque la estabilidad de esa relación varía entre contextos e instrumentos. El objetivo fue sintetizar la evidencia reciente sobre la asociación entre conocimiento gramatical medido objetivamente y desempeño oral observado en estudiantes de inglés como lengua extranjera. Se realizó una revisión sistemática con síntesis narrativa, orientada por PRISMA 2020 y la evaluación crítica del JBI. Se buscaron estudios publicados entre 2021 y agosto de 2026 en OpenAlex, ERIC y DOAJ, con rastreo complementario de citas y revistas. Se incluyeron 18 investigaciones, con 672 participantes. Catorce informaron asociaciones positivas significativas y cuatro presentaron resultados no significativos; los coeficientes oscilaron entre -.237 y .853. En conjunto, los resultados muestran una asociación predominantemente positiva entre las puntuaciones de conocimiento gramatical y desempeño oral, sin demostrar una relación causal. La concentración geográfica, las muestras reducidas, la heterogeneidad instrumental y la superposición parcial entre algunas mediciones limitan la generalización.
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