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Pensamiento Crítico en la Enseñanza del Idioma Inglés: Un Análisis Bibliométrico
Edi Sukmojati1, Silvia Al Viana2, Modjo Kale Djami1
1English Language Education, State University of Yogyakarta, Yogyakarta, Special Region of Yogyakarta, Indonesia.
F1000Research
|January 12, 2026
Resumen
La investigación sobre el pensamiento crítico (CT) en la Enseñanza de Idiomas Inglés (ELT) está creciendo, con un cambio de enfoque hacia la pedagogía aplicada y las herramientas digitales. Quedan brechas en la implementación empírica y la colaboración internacional para el desarrollo de CT.
Área de la Ciencia:
- Investigación Educativa; Pedagogía del Lenguaje; Bibliometría
Sus antecedentes:
- El pensamiento crítico (CT) es esencial para la Enseñanza de Idiomas Inglés (ELT) del siglo XXI. Comprensión limitada de las tendencias y desarrollos de investigación en CT dentro de ELT. Este estudio mapea la evolución de la investigación de CT en ELT.
Objetivo del estudio:
- Analizar las tendencias de publicación, autores influyentes, revistas y patrones temáticos en la investigación de CT dentro de ELT. Identificar las lagunas de investigación en el campo de CT en ELT. Comprender la evolución de la investigación de CT de 2009 a 2024.
Principales métodos:
- Análisis bibliométrico de 129 publicaciones de la base de datos Scopus (2009-2024). Se utilizó VOSviewer, Biblioshiny (R 4.4.1) y Microsoft Excel para el análisis de datos. Se examinó el crecimiento de las publicaciones, el impacto de las citas, la productividad de autores/países y la coocurrencia de palabras clave.
Principales resultados:
- Aumento constante de publicaciones sobre CT en ELT de 2009 a 2024. Indonesia emergió como el país más productivo; la colaboración internacional es limitada. Los temas clave incluyen pedagogía, tecnología digital y participación estudiantil, lo que indica un cambio hacia la investigación aplicada.
Conclusiones:
- La creciente atención académica significa relevancia académica pero resalta las brechas en la implementación empírica y la colaboración. La investigación futura debe centrarse en estudios longitudinales basados en datos que integren la experimentación pedagógica y las perspectivas socioculturales. El fortalecimiento del desarrollo de CT requiere enfoques inclusivos en diversos entornos educativos.
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