Eficacia de la PNL en la enseñanza de inglés como L2
Revisión sistemática y bibliométrica
DOI:
https://doi.org/10.65598/rps.6047Palavras-chave:
Programación Nuerolingüística, Enseñanza de idiomas, Inglés como segunda lengua, Autoconocimiento, Metodologías de aprendizajeResumo
Este estudio realiza una revisión sistemática y un análisis bibliométrico de la literatura científica sobre la eficacia de la Programación Neurolingüística (PNL) en la enseñanza del inglés como segunda lengua (L2), siguiendo la declaración PRISMA 2020. Se identificaron 1.446 registros en bases de datos internacionales (Scopus, Web of Science, ERIC, ÍnDICEs CSIC y TESEO). Tras la eliminación de duplicados y el proceso de cribado y elegibilidad, la muestra final quedó compuesta por 42 estudios.
Se realizó un análisis bibliométrico mediante VOSviewer (v.1.6.20), examinando redes de coocurrencia de palabras clave, coautoría por país y evolución temporal de publicaciones. Los resultados evidencian crecimiento en la última década, aunque con predominio geográfico en Asia y Oriente Medio. Desde una perspectiva crítica, la mayoría de estudios presentan limitaciones metodológicas significativas. La conclusión principal a la que se llega atiende a la utilidad intrínseca de la PNL, particularmente en la motivación, tanto para el estudiantado, como para el profesorado. Las investigaciones examinadas, respaldan su aplicación, resaltando su relevancia como método, al menos de manera complementaria. No obstante, se requiere investigación continua para validar su eficacia en la enseñanza de idiomas.
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