<?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>2739-0063</journal-id>
<journal-title><![CDATA[Revista InveCom]]></journal-title>
<abbrev-journal-title><![CDATA[Revista InveCom]]></abbrev-journal-title>
<issn>2739-0063</issn>
<publisher>
<publisher-name><![CDATA[Asociación Investigadores Venezolanos de la Comunicación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2739-00632025000402092</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.14968880</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Habilidades argumentativas en estudiantes: una revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Argumentative skills in students: a systematic review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Napa Valencia]]></surname>
<given-names><![CDATA[Loida Luz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leiva]]></surname>
<given-names><![CDATA[Yomayra Jacinto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cardenas Rivera]]></surname>
<given-names><![CDATA[Marino]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>5</volume>
<numero>4</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2739-00632025000402092&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632025000402092&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632025000402092&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo principal de esta investigación fue analizar las implicaciones de las habilidades argumentativas en los estudiantes. Metodológicamente, se realizó una revisión sistemática utilizando el método PRISMA, que incluyó la recopilación y análisis de investigaciones relevantes. Los criterios de inclusión consideraron artículos publicados en bases de datos de alto impacto como: Scopus, Web of Science y Scielo, específicamente aquellos publicados entre 2021 y 2025. De un total de 74 artículos seleccionados (10 de Scopus, 6 de Scielo y 4 de Web of Science), se analizaron 20. Los resultados indican que las habilidades argumentativas están estrechamente relacionadas con la competencia léxica, la calidad textual, la extensión de los escritos y la autorregulación. Es crucial desarrollar estas habilidades para construir conclusiones sólidas, tomar decisiones informadas, fomentar el razonamiento y promover el desarrollo del pensamiento crítico. Las estrategias efectivas para mejorar las habilidades argumentativas incluyen el análisis crítico del discurso, la lingüística textual, la apropiación de argumentos, la consulta de información, la recuperación de textos escritos, el uso de preguntas exploratorias, la interacción, la preparación del tema propuesto, la creación de argumentos y el debate.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The main objective of this research was to analyze the implications of argumentative skills in students. Methodologically, a systematic review was carried out using the PRISMA method, which included the collection and analysis of relevant research. The inclusion criteria considered articles published in high-impact databases such as: Scopus, Web of Science and Scielo, specifically those published between 2021 and 2025. Out of a total of 74 articles selected (10 from Scopus, 6 from Scielo and 4 from Web of Science), 20 were analyzed. The results indicate that argumentative skills are closely related to lexical competence, textual quality, length of writing and self-regulation. It is crucial to develop these skills to build solid conclusions, make informed decisions, encourage reasoning and promote the development of critical thinking. Effective strategies to improve argumentative skills include critical discourse analysis, textual linguistics, appropriation of arguments, information consultation, retrieval of written texts, use of exploratory questions, interaction, preparation of the proposed topic, creation of arguments and debate.]]></p></abstract>
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<kwd lng="es"><![CDATA[estudiantes]]></kwd>
<kwd lng="es"><![CDATA[habilidades argumentativas]]></kwd>
<kwd lng="es"><![CDATA[revisión sistemática]]></kwd>
<kwd lng="en"><![CDATA[students]]></kwd>
<kwd lng="en"><![CDATA[argumentative skills]]></kwd>
<kwd lng="en"><![CDATA[systematic review]]></kwd>
</kwd-group>
</article-meta>
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