<?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>S1316-48212025000100019</article-id>
<article-id pub-id-type="doi">10.47460/uct.v29i126.881</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Contrasts between the practice and listening and reading skills teaching of English language]]></article-title>
<article-title xml:lang="es"><![CDATA[Contrastes entre la práctica y la enseñanza de las destrezas auditivas y de lectura de la lengua inglesa]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peña Alvarez]]></surname>
<given-names><![CDATA[Zulema Izamar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peña Alvarez]]></surname>
<given-names><![CDATA[Sonia Jannet]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Educación (UNAE)  ]]></institution>
<addr-line><![CDATA[Azogues ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Autora independiente  ]]></institution>
<addr-line><![CDATA[Cuenca ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<volume>29</volume>
<numero>126</numero>
<fpage>19</fpage>
<lpage>29</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S1316-48212025000100019&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S1316-48212025000100019&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S1316-48212025000100019&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper analyses the difference between teaching and practicing listening and reading skills in the context of learning English as a second language (ESL). A systematic literature review examines recent studies published within the last five years on pedagogical approaches. The results indicate that active teaching, which includes keyword identification and inference strategies, is significantly more effective than repetitive practice, allowing students to apply these skills more effectively in real-life situations. It is concluded that structured instruction is key to fostering deep learning, while unguided practice may limit the effective development of these skills.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo analiza la diferencia entre la enseñanza y la práctica de las destrezas de comprensión oral y escrita en el contexto del aprendizaje del inglés como segunda lengua (ESL). Una revisión sistemática de la literatura examina estudios recientes publicados en los últimos cinco años sobre enfoques pedagógicos. Los resultados indican que la enseñanza activa, que incluye estrategias de identificación e inferencia de palabras clave, es significativamente más eficaz que la práctica repetitiva, ya que permite a los estudiantes aplicar estas destrezas con mayor eficacia en situaciones de la vida real. Se concluye que la enseñanza estructurada es clave para fomentar el aprendizaje en profundidad, mientras que la práctica no guiada puede limitar el desarrollo eficaz de estas destrezas.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[English listening comprehension]]></kwd>
<kwd lng="en"><![CDATA[English reading skills]]></kwd>
<kwd lng="en"><![CDATA[teaching strategies]]></kwd>
<kwd lng="es"><![CDATA[comprensión oral en inglés]]></kwd>
<kwd lng="es"><![CDATA[capacidad de lectura en inglés]]></kwd>
<kwd lng="es"><![CDATA[estrategias de enseñanza]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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