Effects of Shadowing on Adult EFL Learners’ Oral Communicative Competence: A Systematic Review
Palabras clave:
Shadowing strategy, communicative competence, adult learners, EFL, andragogy
Resumen
This literature review synthesizes empirical evidence on the impact of shadowing on the oral proficiency of adults learning English as a foreign language (EFL), with the aim of identifying which aspects fluency, comprehensibility, and prosody are improved, and under which teaching conditions. A systematic review of publications from 2019 to 2025 was conducted in multidisciplinary and specialized databases, including Scopus, Web of Science, ERIC, Dialnet and Redalyc. Studies with adult EFL learners that implemented shadowing and reported on oral performance were included, while theoretical essays and works without performance measures were excluded. The selection process involved a transparent series of steps: identification, screening, eligibility assessment and inclusion. Standardized data extraction covered design, sample, implementation, instruments and results. The findings demonstrate consistent enhancements in fluency (decreased pauses and increased continuity) and comprehensibility/prosody when interventions surpass 6–8 weeks and incorporate shadowing alongside modelling and feedback. In contrast, the effects on segmental accuracy are mixed, particularly in the absence of explicit phonetic feedback. Affective benefits (increased confidence and decreased anxiety) were also observed, being modulated by the speed and authenticity of the input. Moderators include the duration of the intervention, the type of shadowing (prosodic vs. echo), the difficulty of the materials and the degree of teacher scaffolding. Overall, shadowing emerges as an effective strategy for enhancing fluency and prosody in adult EFL learners, with variable effects on segmental accuracy.
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Corral-Robles, S., Ortega-Martín, J. L., Martínez-Heredia, N., & González-Gijón, G. (2024). Emotional Engagement and ICT-Driven Transformations in Older Adults' Language Learning. Iranian Journal of Language Teaching Research, 12(3), 177-196. https://doi.org/10.30466/ijltr.2024.121582
Crystal, D. (2012). English as a global language (2nd ed.). Cambridge University Press. Google Books
DeKeyser, R. M. (Ed.). (2007). Practice in a second language: Perspectives from applied linguistics and cognitive psychology. Cambridge University Press. Google Books
DeKeyser, R. M. (2013). Age effects in second language learning: Stepping stones toward better understanding. Language Learning, 63(s1), 52–67. https://doi.org/10.1111/j.1467-9922.2012.00737.x Wiley Online Library+1
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Duong, T. T., & Nguyen, H. L. (2025). A theoretical overview of the shadowing technique in developing listening and speaking skills. International Journal of Educational Research and Development, 7(3), 1–5. allinnovationjournal.com
Duong, T. T., & Nguyen, H. L. (2025). The shadowing technique in EFL classrooms: Balancing cognitive load and fluency development. All Innovation Journal, 7(2), 34–49.
El Moussaoui, M. (2025). Shadowing for developing EFL learners’ bottom-up listening skills: A systematic review. International Journal of Language and Literary Studies, 7(4), 388–404. https://doi.org/10.36892/ijlls.v7i4.2260 mail.ijlls.org
Ellis, R. (2015). Understanding second language acquisition (2nd ed.). Oxford University Press.
Florez, M. C., & Burt, M. (2001). Beginning to work with adult English language learners: Some considerations. National Center for ESL Literacy Education.
Flowerdew, J., & Peacock, M. (Eds.). (2001). Research perspectives on English for academic purposes. Cambridge University Press. ResearchGate
Gudmestad, A., & Kanwit, M. (2025). Reconsidering the Social in Language Learning: A State of the Science and an Agenda for Future Research in Variationist SLA. Languages, 10(4), 64. https://doi.org/10.3390/languages10040064
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Hulstijn, J. (2024). Predictions of individual differences in the acquisition of native and non-native languages: An update of BLC theory. Languages, 9(5), 173. https://doi.org/10.3390/languages9050173
Ibarra-Balarezo, S. C., & Guaman-Luna, M. M. (2025). The use of multimodal comprehensible input in the development of listening comprehension: A systematic literature review. Revista Mexicana de Investigación e Intervención Educativa, 4(S1), 171–182. https://doi.org/10.62697/rmiie.v4iS1.160 pablolatapisarre.edu.mx
Jeremy, J., & Spandagou, I. (2025). Shadowing as qualitative inquiry: Exploring its potential and limitations in educational research. International Journal of Qualitative Methods, 24, 1–15. https://doi.org/10.1177/16094069251330720 SAGE Journals+1
Johnson, J. S., & Newport, E. L. (1989). Critical period effects in second language learning: The influence of maturational state on the acquisition of English as a second language. Cognitive Psychology, 21(1), 60–99. https://doi.org/10.1016/0010-0285(89)90003-0 ScienceDirect+1
Karisma, S. (2025). Investigating shadowing technique to reinforce English pronunciation skills for senior high school students in Jakarta [Undergraduate thesis, Universitas Islam Negeri K. H. Abdurrahman Wahid Pekalongan].
Klimova, B. (2018). Learning a foreign language: A review on recent findings about its effect on the enhancement of cognitive functions among healthy older individuals. Frontiers in Human Neuroscience, 12, Article 305. https://doi.org/10.3389/fnhum.2018.00305
Knowles, M. S. (1978). Andragogy: Adult learning theory in perspective. Community College Review, 5(3), 9-20.
Lenneberg, E. H. (1967). Biological foundations of language. John Wiley & Sons.
Long, M. H. (2015). Second language acquisition and task-based language teaching. Wiley Blackwell.
MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44(2), 283–305. https://doi.org/10.1111/j.1467-1770.1994.tb01103.x Wiley Online Library+1
Mu, Y., & Wasuntarasophit, S. (2025). Effects of the shadowing technique on English listening comprehension for Chinese EFL senior high school students. LEARN Journal: Language Education and Acquisition Research Network, 18(2), 130–157. https://doi.org/10.70730/SFKP2045
Murphey, T. (2001). Exploring conversational shadowing. Language Teaching Research, 5(2), 128–155. https://doi.org/10.1177/136216880100500203 ResearchGate+1
Muñoz, D. A. A., Tobón, M. F., & Betancourt, B. L. C. (2025). Benefits and Challenges of Utilizing English as the Medium of Instruction in Globally Oriented Professional Training. Ciencia Latina: Revista Multidisciplinar, 9(4), 8089-8113. https://doi.org/10.37811/cl_rcm.v9i4.19398 Speaking
Musazadeh, V., Abbasi, S., Kavyani, Z., Moridpour, A. H., Safarzadeh, D., Moradi, Z., ... & Faghfouri, A. H. (2024). The effect of curcumin supplementation on circulating adiponectin and leptin concentration in adults: a GRADE-assessed systematic review and meta-analysis of randomised controlled trials. British Journal of Nutrition, 131(6), 964-973.
Nagara, C. K. N. (2020). Pedandragogy: Promoting Effective Learning Environments and Self-Efficacy in Adult Learners with Andragogy and Pedagogy (Doctoral dissertation, Indiana University of Pennsylvania).
Ortega, L. (2009). Understanding second language acquisition. Hodder Education.
Ortega, L. (2013). Understanding second language acquisition. Routledge.
Parzyck, A. E. (2024). Treating first-year students like adult learners: Exploring first-year seminar instructors’ classroom environments, teaching techniques, and philosophies. Kansas State University.
Robayo Acuña, L. M. (2025). Developing oral fluency in English: EFL teachers’ understanding, self-reported practices, and textbook support. Profile: Issues in Teachers’ Professional Development, 27(2), 121–136. https://doi.org/10.15446/profile.v27n2.115146 SciELO Colombia+1
Savicevic, D. M. (1999). Adult Education: From Practice to Theory Building. Studies in Pedagogy, Andragogy, and Gerontagogy 37. Peter Lang Publishing, Inc., 275 Seventh Avenue, 28th Fl., New York, NY 10001-6708.
Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford University Press. SCIRP
Skehan, P. (2018). A cognitive approach to language learning. Oxford University Press. SCIRP
Sweller, J. (2011). Cognitive load theory. In J. P. Mestre & B. H. Ross (Eds.), Psychology of learning and motivation (Vol. 55, pp. 37–76). Academic Press. https://doi.org/10.1016/B978-0-12-387691-1.00002-8 ScienceDirect+1
Thao, D. T., & LY, N. H. (2025). A theoretical overview of the shadowing technique in developing listening and speaking skills among students.
Talapova, A. K., & Iliyas, Z. N. (2024). Shadowing as a tool for adult learners in EFL contexts. Journal of Applied Linguistics, 14(4), 201–218.
Tuilan, J., Tuerah, I. J. C., & Pabur, H. E. (2025). The basics of English speaking. Tahta Media Group.
Wang, V., & Farmer, L. (2008). Adult teaching methods in China and Bloom’s taxonomy. International Journal for the Scholarship of Teaching and Learning, 2(2), 13. https://doi.org/10.20429/ijsotl.2008.020213
Whitworth, B., & Rose, H. (2025). A systematic review of research on the use of shadowing for second language pronunciation teaching. Research Synthesis in Applied Linguistics, 1–31. https://doi.org/10.1080/29984475.2025.2546827
Cespedes Morai, J. M., & Oliver Chag, A. (2023). El Impacto de la Educación Virtual en el Rendimiento Académico: Un Estudio Longitudinal en Estudiantes de Ciencias Sociales. Ciencia Y Reflexión, 2(1), 14–28. https://doi.org/10.70747/cr.v2i1.15
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Araujo García, D., Chang Espinosa , O. Y., & Pérez Vázquez , D. (2025). Consultoría Estratégica para Mipymes: Estudio de Mercado para Impulsar el Desarrollo Regional en Perote, Veracruz. Estudios Y Perspectivas Revista Científica Y Académica , 5(3), 27–45. https://doi.org/10.61384/r.c.a.v5i3.1328
Simbaña Cabrera, H. A., Haro Jácome, O. F., García-Romero , C. A., & Analuisa García , P. S. (2025). La titulación rural, una propuesta colectiva que evidencia la realidad educativa de las escuelas multigrado. Emergentes - Revista Científica, 5(2), 1–14. https://doi.org/10.60112/erc.v5.i2.385
Cortés Viveros, N., Hernández García, R. A., Galván Sarabia, A., Olivares Galvan, H. R., & Texon Olguin, O. A. (2025). En Busca del Modelo Ideal para Determinar las Variables que Explican el Tiempo de Desempleo en Buscadores Xalapeños. Estudios Y Perspectivas Revista Científica Y Académica , 5(3), 65–81. https://doi.org/10.61384/r.c.a.v5i3.1332
Bernal Parraga, A. P., Salazar Véliz , E. T., Zambrano Lamilla, L. M., Espinoza Jaramillo , S. G., Morales García , C. S., Shinger Hipatia, N. S., & Zapata Calderón , S. J. (2025). Innovaciones Didácticas para Lengua y Literatura Basadas en el Aprendizaje Personalizado y Colaborativo . Revista Científica De Salud Y Desarrollo Humano , 6(2), 01–32. https://doi.org/10.61368/r.s.d.h.v6i2.574
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Betancourt, B. L. C., & Ramos, A. D. U. (2024). Reflecting about bilingualism policies in non-English speaking countries in Latin America: The case of Colombia and Argentina. Rastros Rostros, 26(1), 2. https://doi.org/10.16925/2382-4921.2024.01.03
Betancourt, B. L. C., Angarita, M. C. R., & Moreno, D. M. T. (2025). Collaborative online international learning (coil) and its impact in the EFL classroom. A literature review. Lex Localis, 23(S4), 3840-3858. https://doi.org/10.52152/801151
Birdsong, D., & Molis, M. (2001). On the evidence for maturational constraints in second-language acquisition. Journal of Memory and Language, 44(2), 235–249. https://doi.org/10.1006/jmla.2000.2750 dspace.ucuenca.edu.ec
Coley, R. (2022). The Relationship Between Community College Instructors’ Perception of Andragogical Orientation and Instructional Style Walden University.
Corral-Robles, S., Ortega-Martín, J. L., Martínez-Heredia, N., & González-Gijón, G. (2024). Emotional Engagement and ICT-Driven Transformations in Older Adults' Language Learning. Iranian Journal of Language Teaching Research, 12(3), 177-196. https://doi.org/10.30466/ijltr.2024.121582
Crystal, D. (2012). English as a global language (2nd ed.). Cambridge University Press. Google Books
DeKeyser, R. M. (Ed.). (2007). Practice in a second language: Perspectives from applied linguistics and cognitive psychology. Cambridge University Press. Google Books
DeKeyser, R. M. (2013). Age effects in second language learning: Stepping stones toward better understanding. Language Learning, 63(s1), 52–67. https://doi.org/10.1111/j.1467-9922.2012.00737.x Wiley Online Library+1
Duong Hong, Y. (2025). The implementation of shadowing technique to enhance students’ speaking skills at School of Foreign Languages – Thai Nguyen University. International Journal of All Research Writings, 6(11), 592–596. ijarw.com
Duong, T. T., & Nguyen, H. L. (2025). A theoretical overview of the shadowing technique in developing listening and speaking skills. International Journal of Educational Research and Development, 7(3), 1–5. allinnovationjournal.com
Duong, T. T., & Nguyen, H. L. (2025). The shadowing technique in EFL classrooms: Balancing cognitive load and fluency development. All Innovation Journal, 7(2), 34–49.
El Moussaoui, M. (2025). Shadowing for developing EFL learners’ bottom-up listening skills: A systematic review. International Journal of Language and Literary Studies, 7(4), 388–404. https://doi.org/10.36892/ijlls.v7i4.2260 mail.ijlls.org
Ellis, R. (2015). Understanding second language acquisition (2nd ed.). Oxford University Press.
Florez, M. C., & Burt, M. (2001). Beginning to work with adult English language learners: Some considerations. National Center for ESL Literacy Education.
Flowerdew, J., & Peacock, M. (Eds.). (2001). Research perspectives on English for academic purposes. Cambridge University Press. ResearchGate
Gudmestad, A., & Kanwit, M. (2025). Reconsidering the Social in Language Learning: A State of the Science and an Agenda for Future Research in Variationist SLA. Languages, 10(4), 64. https://doi.org/10.3390/languages10040064
Hamlin, M. D. (2020). Creating an andragogy for adult learning advantage. In Building and maintaining adult learning advantage (pp. 209-231). IGI Global. DOI: 10.4018/978-1-7998-4516-4.ch009
Hamada, Y. (2016). Shadowing: Who benefits and how? Uncovering a booming EFL teaching technique for listening. Language Teaching Research, 20(1), 35–52. https://doi.org/10.1177/1362168815597504 ResearchGate+1
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x Wiley Online Library+1
Hymes, D. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics (pp. 269–293). Penguin Books. Cambridge University Press & Assessment
Hulstijn, J. (2024). Predictions of individual differences in the acquisition of native and non-native languages: An update of BLC theory. Languages, 9(5), 173. https://doi.org/10.3390/languages9050173
Ibarra-Balarezo, S. C., & Guaman-Luna, M. M. (2025). The use of multimodal comprehensible input in the development of listening comprehension: A systematic literature review. Revista Mexicana de Investigación e Intervención Educativa, 4(S1), 171–182. https://doi.org/10.62697/rmiie.v4iS1.160 pablolatapisarre.edu.mx
Jeremy, J., & Spandagou, I. (2025). Shadowing as qualitative inquiry: Exploring its potential and limitations in educational research. International Journal of Qualitative Methods, 24, 1–15. https://doi.org/10.1177/16094069251330720 SAGE Journals+1
Johnson, J. S., & Newport, E. L. (1989). Critical period effects in second language learning: The influence of maturational state on the acquisition of English as a second language. Cognitive Psychology, 21(1), 60–99. https://doi.org/10.1016/0010-0285(89)90003-0 ScienceDirect+1
Karisma, S. (2025). Investigating shadowing technique to reinforce English pronunciation skills for senior high school students in Jakarta [Undergraduate thesis, Universitas Islam Negeri K. H. Abdurrahman Wahid Pekalongan].
Klimova, B. (2018). Learning a foreign language: A review on recent findings about its effect on the enhancement of cognitive functions among healthy older individuals. Frontiers in Human Neuroscience, 12, Article 305. https://doi.org/10.3389/fnhum.2018.00305
Knowles, M. S. (1978). Andragogy: Adult learning theory in perspective. Community College Review, 5(3), 9-20.
Lenneberg, E. H. (1967). Biological foundations of language. John Wiley & Sons.
Long, M. H. (2015). Second language acquisition and task-based language teaching. Wiley Blackwell.
MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44(2), 283–305. https://doi.org/10.1111/j.1467-1770.1994.tb01103.x Wiley Online Library+1
Mu, Y., & Wasuntarasophit, S. (2025). Effects of the shadowing technique on English listening comprehension for Chinese EFL senior high school students. LEARN Journal: Language Education and Acquisition Research Network, 18(2), 130–157. https://doi.org/10.70730/SFKP2045
Murphey, T. (2001). Exploring conversational shadowing. Language Teaching Research, 5(2), 128–155. https://doi.org/10.1177/136216880100500203 ResearchGate+1
Muñoz, D. A. A., Tobón, M. F., & Betancourt, B. L. C. (2025). Benefits and Challenges of Utilizing English as the Medium of Instruction in Globally Oriented Professional Training. Ciencia Latina: Revista Multidisciplinar, 9(4), 8089-8113. https://doi.org/10.37811/cl_rcm.v9i4.19398 Speaking
Musazadeh, V., Abbasi, S., Kavyani, Z., Moridpour, A. H., Safarzadeh, D., Moradi, Z., ... & Faghfouri, A. H. (2024). The effect of curcumin supplementation on circulating adiponectin and leptin concentration in adults: a GRADE-assessed systematic review and meta-analysis of randomised controlled trials. British Journal of Nutrition, 131(6), 964-973.
Nagara, C. K. N. (2020). Pedandragogy: Promoting Effective Learning Environments and Self-Efficacy in Adult Learners with Andragogy and Pedagogy (Doctoral dissertation, Indiana University of Pennsylvania).
Ortega, L. (2009). Understanding second language acquisition. Hodder Education.
Ortega, L. (2013). Understanding second language acquisition. Routledge.
Parzyck, A. E. (2024). Treating first-year students like adult learners: Exploring first-year seminar instructors’ classroom environments, teaching techniques, and philosophies. Kansas State University.
Robayo Acuña, L. M. (2025). Developing oral fluency in English: EFL teachers’ understanding, self-reported practices, and textbook support. Profile: Issues in Teachers’ Professional Development, 27(2), 121–136. https://doi.org/10.15446/profile.v27n2.115146 SciELO Colombia+1
Savicevic, D. M. (1999). Adult Education: From Practice to Theory Building. Studies in Pedagogy, Andragogy, and Gerontagogy 37. Peter Lang Publishing, Inc., 275 Seventh Avenue, 28th Fl., New York, NY 10001-6708.
Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford University Press. SCIRP
Skehan, P. (2018). A cognitive approach to language learning. Oxford University Press. SCIRP
Sweller, J. (2011). Cognitive load theory. In J. P. Mestre & B. H. Ross (Eds.), Psychology of learning and motivation (Vol. 55, pp. 37–76). Academic Press. https://doi.org/10.1016/B978-0-12-387691-1.00002-8 ScienceDirect+1
Thao, D. T., & LY, N. H. (2025). A theoretical overview of the shadowing technique in developing listening and speaking skills among students.
Talapova, A. K., & Iliyas, Z. N. (2024). Shadowing as a tool for adult learners in EFL contexts. Journal of Applied Linguistics, 14(4), 201–218.
Tuilan, J., Tuerah, I. J. C., & Pabur, H. E. (2025). The basics of English speaking. Tahta Media Group.
Wang, V., & Farmer, L. (2008). Adult teaching methods in China and Bloom’s taxonomy. International Journal for the Scholarship of Teaching and Learning, 2(2), 13. https://doi.org/10.20429/ijsotl.2008.020213
Whitworth, B., & Rose, H. (2025). A systematic review of research on the use of shadowing for second language pronunciation teaching. Research Synthesis in Applied Linguistics, 1–31. https://doi.org/10.1080/29984475.2025.2546827
Cespedes Morai, J. M., & Oliver Chag, A. (2023). El Impacto de la Educación Virtual en el Rendimiento Académico: Un Estudio Longitudinal en Estudiantes de Ciencias Sociales. Ciencia Y Reflexión, 2(1), 14–28. https://doi.org/10.70747/cr.v2i1.15
Urquidez Romero , R., Avitia Sánchez, A., Cano Ramírez , D., Jiménez Montes , L. V., Barranco Merino, G. I., & Reyes Ruvalcaba, D. (2025). Programa de Intervención con un Suplemento Multivitamínico para Mejorar el Estado de Nutrición y Anemia en Niños en Condición de Vulnerabilidad Social de Ciudad Juárez Chihuahua. Ciencia Latina Revista Científica Multidisciplinar, 9(3), 8340-8354. https://doi.org/10.37811/cl_rcm.v9i3.18460
Jiménez Rodríguez, J. M. (2024). Euthanasia In Spain: An Interpretive Analysis Of The Current Regulations From The Health Social Work. Ciencia Y Reflexión, 3(2), 1–20. https://doi.org/10.70747/cr.v3i2.4
Tenesaca Canchignia , D. C., Canchignia Bonilla, E. L., Remache Guamán, N. V., Guamán Sagñay , H. P., & Hualcopo Duchicela, U. E. (2025). Guía para padres con respecto al uso de dispositivos móviles el niños de nivel preparatorio. Arandu UTIC, 12(2), 287–307. https://doi.org/10.69639/arandu.v12i2.925
Araujo García, D., Chang Espinosa , O. Y., & Pérez Vázquez , D. (2025). Consultoría Estratégica para Mipymes: Estudio de Mercado para Impulsar el Desarrollo Regional en Perote, Veracruz. Estudios Y Perspectivas Revista Científica Y Académica , 5(3), 27–45. https://doi.org/10.61384/r.c.a.v5i3.1328
Simbaña Cabrera, H. A., Haro Jácome, O. F., García-Romero , C. A., & Analuisa García , P. S. (2025). La titulación rural, una propuesta colectiva que evidencia la realidad educativa de las escuelas multigrado. Emergentes - Revista Científica, 5(2), 1–14. https://doi.org/10.60112/erc.v5.i2.385
Cortés Viveros, N., Hernández García, R. A., Galván Sarabia, A., Olivares Galvan, H. R., & Texon Olguin, O. A. (2025). En Busca del Modelo Ideal para Determinar las Variables que Explican el Tiempo de Desempleo en Buscadores Xalapeños. Estudios Y Perspectivas Revista Científica Y Académica , 5(3), 65–81. https://doi.org/10.61384/r.c.a.v5i3.1332
Bernal Parraga, A. P., Salazar Véliz , E. T., Zambrano Lamilla, L. M., Espinoza Jaramillo , S. G., Morales García , C. S., Shinger Hipatia, N. S., & Zapata Calderón , S. J. (2025). Innovaciones Didácticas para Lengua y Literatura Basadas en el Aprendizaje Personalizado y Colaborativo . Revista Científica De Salud Y Desarrollo Humano , 6(2), 01–32. https://doi.org/10.61368/r.s.d.h.v6i2.574
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Publicado
2026-01-21
Cómo citar
Cely Betancourt , B. L., García Cendales, J. K., & Mago Cumana, A. J. (2026). Effects of Shadowing on Adult EFL Learners’ Oral Communicative Competence: A Systematic Review. Ciencia Latina Revista Científica Multidisciplinar, 9(6), 7567-7591. https://doi.org/10.37811/cl_rcm.v9i6.21905
Número
Sección
Ciencias de la Educación
Derechos de autor 2026 Blanca Lucia Cely Betancourt , Jineth Karina García Cendales, Anthony Josué Mago Cumana
Esta obra está bajo licencia internacional Creative Commons Reconocimiento 4.0.
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