Resumen
En este trabajo se analizó la producción científica sobre competencias comunicativas para la mejora del inglés en estudiantes universitarios, durante el período 2021–2026. Con un enfoque cuantitativo con diseño bibliométrico descriptivo y analítico. La muestra estuvo conformada por 50 artículos. Los resultados mostraron un crecimiento sostenido de la producción científica con un pico en 2024, liderado por España, Colombia, Tailandia, Turquía y Kazajistán, y predominio del enfoque comunicativo. Se concluyó que el campo se encuentra en expansión, con creciente internacionalización e incorporación de herramientas tecnológicas, manteniendo el enfoque comunicativo como núcleo conceptual.
Citas
[1] O. Malykhin, J. Bondarchuk, I. Tersina y I. Voitanik, "Unlocking success: Strategic approaches to enhancing communicative competence in English learning," Amazonia Investiga, vol. 13, n.º 76, 2024, doi: 10.34069/AI/2024.76.04.8.
[2] P. Leeming, J. P. Vitta, P. Hiver, D. Hicks, S. Mclean y C. Nicklin, "Willingness to communicate, speaking self-efficacy, and perceived communicative competence as predictors of second language spoken task production," Language Learning, vol. 74, n.º 3, 2024, doi: 10.1111/lang.12640.
[3] L.-J. D. Huang, "Developing intercultural communicative competence in foreign language classrooms: A study of EFL learners in Taiwan," Int. J. Intercultural Relations, vol. 83, 2021, doi: 10.1016/j.ijintrel.2021.04.015.
[4] Z. Kemelbekova, X. Degtyareva, S. Yessenaman, D. Ismailova y G. Seidaliyeva, "AI in teaching English as a foreign language: Effectiveness and prospects in Kazakh higher education," XLinguae, vol. 17, n.º 1, 2024, doi: 10.18355/XL.2024.17.01.05.
[5] X. Shang, "Mapping the integration of gamification into foreign language learning in e-learning settings: A bibliometric analysis," Results in Engineering, vol. 25, 2025, doi: 10.1016/j.rineng.2025.108452.
[6] R. J. Robillos e I. G. Bustos, "Unfolding the potential of technology-enhanced task-based language teaching for improving EFL students' descriptive writing skill," Int. J. Instruction, vol. 16, n.º 3, 2023, doi: 10.29333/iji.2023.16351a.
[7] B. Waluyo y F. Rouaghe, "Beyond teacher-led approaches: Student-initiated translanguaging with artificial intelligence tools in foreign language acquisition," SAGE Open, vol. 15, n.º 2, 2025, doi: 10.1177/21582440251362998.
[2] P. Leeming, J. P. Vitta, P. Hiver, D. Hicks, S. Mclean y C. Nicklin, "Willingness to communicate, speaking self-efficacy, and perceived communicative competence as predictors of second language spoken task production," Language Learning, vol. 74, n.º 3, 2024, doi: 10.1111/lang.12640.
[3] L.-J. D. Huang, "Developing intercultural communicative competence in foreign language classrooms: A study of EFL learners in Taiwan," Int. J. Intercultural Relations, vol. 83, 2021, doi: 10.1016/j.ijintrel.2021.04.015.
[4] Z. Kemelbekova, X. Degtyareva, S. Yessenaman, D. Ismailova y G. Seidaliyeva, "AI in teaching English as a foreign language: Effectiveness and prospects in Kazakh higher education," XLinguae, vol. 17, n.º 1, 2024, doi: 10.18355/XL.2024.17.01.05.
[5] X. Shang, "Mapping the integration of gamification into foreign language learning in e-learning settings: A bibliometric analysis," Results in Engineering, vol. 25, 2025, doi: 10.1016/j.rineng.2025.108452.
[6] R. J. Robillos e I. G. Bustos, "Unfolding the potential of technology-enhanced task-based language teaching for improving EFL students' descriptive writing skill," Int. J. Instruction, vol. 16, n.º 3, 2023, doi: 10.29333/iji.2023.16351a.
[7] B. Waluyo y F. Rouaghe, "Beyond teacher-led approaches: Student-initiated translanguaging with artificial intelligence tools in foreign language acquisition," SAGE Open, vol. 15, n.º 2, 2025, doi: 10.1177/21582440251362998.
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