Teaching strategies for the development of the four linguistic skills in English in Ecuadorian students: Narrative-critical review
Estrategias docentes para el desarrollo de las cuatro habilidades lingüísticas en inglés en estudiantes ecuatorianos: revisión narrativo-críticaMain Article Content
Introduction: This literature review analyzes teaching strategies for developing English language skills among Ecuadorian students. Objective: To examine the available evidence on these strategies in order to identify the most extensively studied approaches, their relationship to language skills, and the factors that influence their implementation. Method: A narrative-critical literature review was conducted based on 35 sources published between 2011 and 2026 in databases such as Scopus, Dialnet, SciELO, and Latindex, as well as in academic repositories and libraries. The sources were selected according to inclusion criteria and analyzed using thematic categories to achieve a robust synthesis. Results: The main findings indicate that communicative strategies, the use of digital technologies, game-based activities, and the CLIL approach are among the most effective and extensively studied approaches, although barriers such as inadequate infrastructure and limited teacher training persist. Conclusion: Pedagogical transformation requires institutional commitment, investment in professional development, and the contextualization of teaching strategies to the Ecuadorian educational context.
Introducción: Esta revisión de literatura analiza las estrategias docentes para desarrollar habilidades lingüísticas en inglés en estudiantes ecuatorianos. Objetivo: Examinar la evidencia disponible sobre dichas estrategias para identificar las más estudiadas, su relación con las habilidades y los factores que condicionan su implementación. Método: Se utilizó una revisión narrativo-crítica de 35 fuentes publicadas entre 2011 y 2026 en bases de datos como Scopus, Dialnet, SciELO y Latindex, así como en repositorios y bibliotecas académicas, las cuales se seleccionan mediante criterios de inclusión analizados mediante categorías temáticas para lograr una síntesis sólida. Resultados: Los principales hallazgos indican que las estrategias comunicativas, el uso de tecnologías digitales, las actividades lúdicas y el enfoque CLIL son las más efectivas y estudiadas, aunque persisten barreras como infraestructura deficiente y escasa formación docente. Conclusión: La transformación pedagógica requiere compromiso institucional, inversión en capacitación y contextualización de las estrategias a la realidad ecuatoriana.
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