SQ3R Method in the Development of Receptive and Productive Skills

Authors

  • Katherine Alexandra Llerena Llerena Escuela Superior Politécnica de Chimborazo, Sede Orellana, Ecuador
  • Francis Marcelo Pacheco Díaz Escuela Superior Politécnica de Chimborazo, Sede Orellana, Ecuador
  • Bryan Fabricio Valdiviezo Tacuri Escuela Superior Politécnica de Chimborazo, Sede Orellana, Ecuador
  • Nancy de las Mercedes Barreno Silva Escuela Superior Politécnica de Chimborazo, Sede Orellana, Ecuador

Keywords:

SQ3R method, receptive skills, productive skills, reading comprehension, English as a foreign language, higher education

Abstract

Introduction: The development of receptive and productive skills in English as a Foreign Language (EFL) constitutes a fundamental objective in higher education. Among the various pedagogical strategies available, the SQ3R method—Survey, Question, Read, Recite, Review—has demonstrated significant potential for enhancing both reading comprehension and related language abilities. However, its comprehensive impact on the integrated development of receptive and productive skills in university EFL contexts requires further systematic examination. Objective: This article aims to analyze the theoretical foundations, empirical evidence, and pedagogical applications of the SQ3R method for developing receptive (reading, listening) and productive (speaking, writing) skills in university EFL students. Methods: A systematic literature review was conducted following PRISMA guidelines, consulting Scopus, Web of Science, ScienceDirect, and ERIC databases for the period 2020-2026. Thirty-two empirical studies meeting inclusion criteria were identified and analyzed through thematic synthesis. Results: The findings reveal that the SQ3R method significantly improves reading comprehension, vocabulary acquisition, and overall receptive processing. Additionally, the method contributes to productive skills development by providing structured content for oral and written production through the question formulation and recitation stages. The most substantial effects were observed in interventions combining SQ3R with collaborative learning and digital tools. Discussion: The evidence supports SQ3R as a comprehensive pedagogical framework that bridges receptive input and productive output. The method's metacognitive orientation enhances learner autonomy, while its structured approach reduces cognitive load and facilitates information transfer across modalities. Conclusions: The SQ3R method constitutes an effective pedagogical strategy for developing both receptive and productive skills in university EFL contexts. An integrated three-phase implementation model (foundation, integration, and transfer) is proposed to maximize its benefits for skill integration.

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Published

2026-06-01

How to Cite

Llerena Llerena, K. A., Pacheco Díaz, F. M., Valdiviezo Tacuri, B. F., & Barreno Silva, N. de las M. (2026). SQ3R Method in the Development of Receptive and Productive Skills. Maestro Y Sociedad, 23(2), 1967–1975. Retrieved from https://maestroysociedad.uo.edu.cu/index.php/MyS/article/view/7719

Issue

Vol. 23 No. 2 (2026)

Section

Artículos

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Copyright (c) 2026 Katherine Alexandra Llerena Llerena, Francis Marcelo Pacheco Díaz, Bryan Fabricio Valdiviezo Tacuri, Nancy de las Mercedes Barreno Silva

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