<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1316-4821</journal-id>
<journal-title><![CDATA[Universidad, Ciencia y Tecnología]]></journal-title>
<abbrev-journal-title><![CDATA[uct]]></abbrev-journal-title>
<issn>1316-4821</issn>
<publisher>
<publisher-name><![CDATA[AutanaBooks S.A.S. Revista de la Universidad Experimental Politécnica Antonio José de Sucre, Vice Rectorado Puerto Ordaz, Venezuela, gestionada en Ecuador por AutanaBooks]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1316-48212025000500060</article-id>
<article-id pub-id-type="doi">10.47460/uct.v29ispecial.822</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Influencia del aprendizaje activo en la comprensión del idioma inglés]]></article-title>
<article-title xml:lang="en"><![CDATA[The influence of active learning on English language comprehension]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villao Jácome]]></surname>
<given-names><![CDATA[Kira Katiuska]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aguayo Litardo]]></surname>
<given-names><![CDATA[Josselyn Paola]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sierra Alvarado]]></surname>
<given-names><![CDATA[Rocío Elena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González Sánchez]]></surname>
<given-names><![CDATA[Jaime Rogelio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Piura ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Piura ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Piura ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Ministerio de Educación  ]]></institution>
<addr-line><![CDATA[Guayaquil ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<volume>29</volume>
<numero>especial</numero>
<fpage>60</fpage>
<lpage>70</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S1316-48212025000500060&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S1316-48212025000500060&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S1316-48212025000500060&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este trabajo se analizó la influencia del aprendizaje activo en la comprensión del inglés como lengua extranjera. La investigación tuvo un enfoque cuantitativo, con alcance explicativo. Para su ejecución se utilizó una muestra de 43 estudiantes, a quienes se les aplicó un cuestionario para conocer el desempeño estudiantil en el aprendizaje activo y su efecto en el conocimiento y dominio del inglés, considerando el conocimiento previo y el trabajo colaborativo. Los resultados mostraron que existe una relación positiva entre el aprendizaje activo y la comprensión del idioma inglés, siendo más pronunciado al aplicar el aprendizaje colaborativo. Estos hallazgos muestran que la incorporación de estas técnicas en los programas educativos del inglés puede favorecer grandemente al colectivo estudiantil, para alcanzar mejores resultados en el proceso de enseñanza-aprendizaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study examined the impact of active learning on English language comprehension as a foreign language. The research employed a quantitative methodology with an explanatory scope. A sample of 43 students was surveyed using a questionnaire designed to assess student performance in active learning and its effect on English proficiency, taking into account prior knowledge and collaborative work. The results indicated a positive relationship between active learning and English language comprehension, with the effect being more significant when collaborative learning was implemented. These findings suggest that integrating active learning techniques into English educational programs can significantly enhance student outcomes in the teaching-learning process.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje activo]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje basado en problemas]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje del inglés]]></kwd>
<kwd lng="es"><![CDATA[habilidades comunicativas]]></kwd>
<kwd lng="en"><![CDATA[active learning]]></kwd>
<kwd lng="en"><![CDATA[problem-based learning]]></kwd>
<kwd lng="en"><![CDATA[English learning]]></kwd>
<kwd lng="en"><![CDATA[communication skills]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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