<?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>2959-6513</journal-id>
<journal-title><![CDATA[Revista Tribunal]]></journal-title>
<abbrev-journal-title><![CDATA[Tribunal]]></abbrev-journal-title>
<issn>2959-6513</issn>
<publisher>
<publisher-name><![CDATA[Universidad Privada Domingo Savio]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2959-65132025000300100</article-id>
<article-id pub-id-type="doi">10.59659/revistatribunal.v5i12.196</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estrategias de aprendizaje en el dominio del inglés en universitarios: Una revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Learning strategies for english proficiency in university students: A systematic review]]></article-title>
<article-title xml:lang="pt"><![CDATA[Estratégias de aprendizagem para a proficiência em língua inglesa em estudantes universitários: Uma Revisão Sistemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carreño Polo]]></surname>
<given-names><![CDATA[Carmen del Rosario]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chavez Taipe]]></surname>
<given-names><![CDATA[Ysabel Victoria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dasilva Benavides]]></surname>
<given-names><![CDATA[Llicela Rosagna]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Tecnológica del Perú  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2025</year>
</pub-date>
<volume>5</volume>
<numero>12</numero>
<fpage>100</fpage>
<lpage>114</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2959-65132025000300100&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2959-65132025000300100&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2959-65132025000300100&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El inglés se considera el idioma de la ciencia en el mundo académico y ante las demandas de la globalización, el aprendizaje del idioma inglés se vuelve más consciente, ante ello el estudiante se inicia en el uso de diferentes estrategias; por lo que el objetivo de este artículo es: analizar los resultados de estudios científicos, para conocer qué estrategias de aprendizaje se utilizan con mayor frecuencia para mejorar el dominio del idioma inglés en los estudiantes universitarios. Para ello los materiales y métodos empleados fueron una revisión sistemática de literatura, de enfoque cualitativo-cuantitativo, nivel descriptivo, cuya técnica de recolección fue la revisión bibliográfica, se revisaron 26 estudios relevantes encontradas en tres bases de datos: Scopus, ScienceDirect, Eric en base al modelo PRISMA 2020 entre los años 2020 al 2023. Los resultados evidenciaron que 46,2% de estudios se centraron en estrategias de aprendizaje utilizados con mayor frecuencia; el 30.8 % evidenció los métodos empleados en los estudios; el 23 % se centraron en los resultados alcanzados; asimismo el uso de estrategias metacognitivas y cognitivas usadas con mayor frecuencia. Se concluye en que las investigaciones coinciden que las estrategias ayudan y promueva el desarrollo de destrezas y de las habilidades lingüísticas en el dominio del idioma inglés.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT English is considered the language of science in the academic world and in the face of the demands of globalization, English language learning becomes more conscious, and therefore the student begins to use different strategies; therefore, the objective of this article is: to analyze the results of scientific studies, to know which learning strategies are most frequently used to improve English language proficiency in university students. For this, the materials and methods used were a systematic literature review, with a qualitative-quantitative approach, descriptive level, whose collection technique was the bibliographic review, 26 relevant studies found in three databases were reviewed: Scopus, ScienceDirect, Eric based on the PRISMA 2020 model between the years 2020 to 2023. The results showed that 46.2% of studies focused on learning strategies most frequently used; 30.8% showed the methods used in the studies; 23% focused on the results achieved; Likewise, the use of metacognitive and cognitive strategies is most frequently used. It is concluded that research agrees that these strategies help and promote the development of skills and linguistic abilities in English language proficiency.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O inglês é considerado a língua da ciência no mundo académico e perante as exigências da globalização, a aprendizagem da língua inglesa é cada vez mais consciente, pelo que o aluno começa a utilizar diferentes estratégias; assim, o objetivo deste artigo é: analisar os resultados de estudos científicos, de forma a conhecer quais as estratégias de aprendizagem mais utilizadas para melhorar o domínio da língua inglesa em estudantes universitários. Para tanto, os materiais e métodos utilizados foram uma revisão sistemática de literatura, com abordagem qualitativa-quantitativa, nível descritivo, cuja técnica de coleta foi a revisão de literatura, foram analisados 26 estudos relevantes encontrados em três bases de dados: Scopus, ScienceDirect, Eric com base no modelo PRISMA 2020 entre os anos de 2020 a 2023. Os resultados mostraram que 46,2% dos estudos focaram nas estratégias de aprendizagem utilizadas com maior frequência; 30,8% mostraram os métodos utilizados nos estudos; 23% focaram nos resultados alcançados; e o uso de estratégias metacognitivas e cognitivas utilizadas com maior frequência. Conclui-se que os investigadores concordam que as estratégias ajudam e promovem o desenvolvimento de competências e capacidades linguísticas no domínio da língua inglesa.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprender en línea]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes universitarios]]></kwd>
<kwd lng="es"><![CDATA[Estrategias de aprendizaje de idiomas]]></kwd>
<kwd lng="es"><![CDATA[Estrategias]]></kwd>
<kwd lng="es"><![CDATA[Dominio del inglés]]></kwd>
<kwd lng="es"><![CDATA[Estratégias]]></kwd>
<kwd lng="es"><![CDATA[Proficiência em inglês]]></kwd>
<kwd lng="en"><![CDATA[Online learning]]></kwd>
<kwd lng="en"><![CDATA[University students]]></kwd>
<kwd lng="en"><![CDATA[Language learning strategies]]></kwd>
<kwd lng="en"><![CDATA[Strategies]]></kwd>
<kwd lng="en"><![CDATA[English proficiency]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem em linha]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes universitários]]></kwd>
<kwd lng="pt"><![CDATA[Estratégias de aprendizagem das línguas]]></kwd>
</kwd-group>
</article-meta>
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