Explorando los efectos de las actividades competitivas y de habla colaborativa en la motivación y autoeficacia de los estudiantes de EFL
Resumen
La competencia y la colaboración son estrategias muy utilizadas en las clases de inglés como lengua extranjera (EFL) para aumentar el aprendizaje significativo y el compromiso de los estudiantes. Este estudio tenía como objetivo examinar los efectos de las actividades de expresión oral competitivas y colaborativas sobre la motivación y la autoeficacia de los estudiantes de EFL. Se ha realizado un alcance descriptivo a través de una revisión sistemática, contando con investigaciones desde 2020 hasta 2025. Inicialmente, se encontraron 120 artículos a través de la búsqueda en bases de datos. Luego de revisar los criterios de inclusión y exclusión, quedaron 20 artículos por estudiar. Las principales conclusiones fueron que las investigaciones indican diferencias notables en las respuestas de motivación y autoeficacia entre los estudiantes que se involucran en actividades colaborativas frente a los que participan en actividades competitivas en el aula de EFL, sobre todo en lo respectivo a las tareas de expresión oral. En los entornos competitivos, los estudiantes pueden experimentar una mayor motivación impulsada por el deseo de superar a sus compañeros; sin embargo, esto a veces puede conducir a la ansiedad y el miedo al fracaso, lo que puede afectar negativamente a la autoeficacia de algunos estudiantes. Por el contrario, aquellos que se involucran en actividades colaborativas suelen manifestar mayores niveles de motivación intrínseca y autoeficacia. En conclusión, la bibliografía muestra una preferencia por el aprendizaje colaborativo, ya que provoca menos ansiedad a los estudiantes que las estrategias competitivas, lo que aumenta sus beneficios.
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Derechos de autor 2025 Stephanie Carolina Morocho Tipán, Juanita Catalina Argudo-Serrano
Esta obra está bajo licencia internacional Creative Commons Reconocimiento-NoComercial-SinObrasDerivadas 4.0.
