Eclectic methodology in the teaching of English in higher education: A systematic review
DOI:
https://doi.org/10.5281/zenodo.18193665Keywords:
language teaching, higher education, pedagogical methodsAbstract
This article aims to analyze the effectiveness of eclectic methodology in teaching English as a foreign language in higher education through a systematic review of recent scientific literature. The PRISMA approach was followed for the identification, selection, and analysis of studies published between 2019 and 2023 in indexed databases such as Scopus, ERIC, Google Scholar, and SciELO. Initially, 600 potential publications were identified. After applying inclusion and exclusion criteria, 15 relevant studies were selected. The results show that eclectic methodology, by integrating approaches such as the direct method, the audiolingual method, task-based learning, total physical response, and cooperative learning, significantly contributes to the development of English communicative skills. Furthermore, the incorporation of virtual environments, hybrid models, and artificial intelligence-based tools enhances learning processes and student autonomy. It is concluded that the eclectic methodology constitutes a flexible and relevant alternative for teaching English in higher education, provided there is adequate teacher training and coherent methodological planning.
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