Expresión oral en estudiantes hispanohablantes: Una revisión bibliométrica

Context: Oral expression is a fundamental competence for learning and socialization in the Spanish-speaking educational context. However, research on this skill lacks systematization, hindering the identification of global trends and the transfer of results across diverse educational contexts. Objective: To analyze the scientific production on oral expression in Spanish-speaking students through a bibliometric study (2016-2026) and to identify publication trends, authors, countries, journals, and predominant pedagogical strategies. Methodology: Descriptive bibliometric review following PRISMA guidelines. The search in Scopus, Scielo, Redalyc, Dialnet, and Google Scholar retrieved 180 articles. After screening, the final sample consisted of 82 articles. Results: Production grew exponentially, concentrating 40.24% in 2024-2025. Ecuador and Peru lead with 24 articles each (29.27%), followed by Spain (19.51%). Google Scholar is the main platform (39.02%). Qualitative (23.17%) and descriptive (20.73%) approaches predominate. High dispersion in authorship is observed. Active strategies such as symbolic play and dramatization are the most effective. Conclusion: The study evidences growing interest in orality, although research presents geographical and methodological fragmentation. Gaps are identified in higher education levels, rural and bilingual contexts, and experimental designs. Strengthening teacher training, expanding geographical scope, and developing longitudinal studies are recommended.