<?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>2616-7964</journal-id>
<journal-title><![CDATA[Horizontes Revista de Investigación en Ciencias de la Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Horizontes Rev. Inv. Cs. Edu.]]></abbrev-journal-title>
<issn>2616-7964</issn>
<publisher>
<publisher-name><![CDATA[CET-BOLIVIA]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2616-79642025000402737</article-id>
<article-id pub-id-type="doi">10.33996/revistahorizontes.v9i39.1082</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Neuroeducación y expresión oral del idioma inglés en estudiantes universitarios]]></article-title>
<article-title xml:lang="en"><![CDATA[Neuroeducation and oral expression of the English language in university students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Neuroeducação e expressão oral da língua inglesa em estudantes universitarios]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López Bonifacio]]></surname>
<given-names><![CDATA[María Soledad]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chávez Espinoza]]></surname>
<given-names><![CDATA[Patricia Emperatriz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cáceres Tovar]]></surname>
<given-names><![CDATA[Nelly Jeannette]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vásquez Armas]]></surname>
<given-names><![CDATA[Elsa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ventocilla Rodríguez]]></surname>
<given-names><![CDATA[Eddy Raúl]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Mayor de San Marcos  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional de Educación &#8220;Enrique Guzmán y Valle&#8221;  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Privada del Norte  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2025</year>
</pub-date>
<volume>9</volume>
<numero>39</numero>
<fpage>2737</fpage>
<lpage>2749</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2616-79642025000402737&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2616-79642025000402737&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2616-79642025000402737&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La neuroeducación es una disciplina emergente que combina conocimientos de neurociencia, psicología y educación para optimizar el proceso de enseñanza-aprendizaje. La investigación tuvo como objetivo determinar la relación entre la neuroeducación y la expresión oral del idioma inglés en estudiantes universitarios. Para dicho fin utilizó el enfoque cuantitativo, de tipo básico y diseño no experimental correlacional; la muestra fue de 110 estudiantes y se aplicó dos encuestas y dos cuestionarios como técnicas e instrumentos principales. Los resultados, destacan que la aplicación de principios de neurociencia en la enseñanza puede contribuir positivamente al desarrollo de esta competencia lingüística, con un nivel de confianza evidenciada por un coeficiente de correlación Rho de 0.284 y un valor p de 0.003. Se concluye que existe una relación significativa entre la neuroeducación y la habilidad de expresión oral en inglés. Esto sugiere que a mayor aplicación de principios de neurociencia habrá mejora en la expresión oral del inglés.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Neuroeducation is an emerging discipline that combines neuroscience, psychology, and education to optimize the teaching-learning process. This research aimed to determine the relationship between neuroeducation and English language proficiency in university students. To this end, it used a quantitative, basic approach and a correlational, non-experimental design. The sample consisted of 110 students, and two surveys and two questionnaires were used as the main techniques and instruments. The results highlight that the application of neuroscience principles in teaching can positively contribute to the development of this linguistic competence, with a level of confidence evidenced by a Rho correlation coefficient of 0.284 and a p-value of 0.003. It is concluded that there is a significant relationship between neuroeducation and English language proficiency. This suggests that greater application of neuroscience principles will lead to improved English language proficiency.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Neuroeducação é uma disciplina emergente que combina neurociência, psicologia e educação para otimizar o processo de ensino-aprendizagem. Esta pesquisa teve como objetivo determinar a relação entre neuroeducação e proficiência em língua inglesa em estudantes universitários. Para tanto, utilizou-se uma abordagem quantitativa básica e um delineamento correlacional não experimental. A amostra foi composta por 110 estudantes, e dois surveys e dois questionários foram utilizados como principais técnicas e instrumentos. Os resultados destacam que a aplicação dos princípios da neurociência no ensino pode contribuir positivamente para o desenvolvimento dessa competência linguística, com um nível de confiança evidenciado por um coeficiente de correlação Rho de 0,284 e um valor de p de 0,003. Conclui-se que existe uma relação significativa entre neuroeducação e proficiência em língua inglesa. Isso sugere que uma maior aplicação dos princípios da neurociência levará a uma melhor proficiência em língua inglesa.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Expresión Oral]]></kwd>
<kwd lng="es"><![CDATA[Inglés]]></kwd>
<kwd lng="es"><![CDATA[Neuroeducación]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Oral Expression]]></kwd>
<kwd lng="en"><![CDATA[English]]></kwd>
<kwd lng="en"><![CDATA[Neuroeducation]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Expressão Oral]]></kwd>
<kwd lng="pt"><![CDATA[Inglês]]></kwd>
<kwd lng="pt"><![CDATA[Neuroeducação]]></kwd>
</kwd-group>
</article-meta>
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