In the global educational context, there has been a sustained growth in the importance given to the formation of Language Competences and, on the other hand, a notable increase in the prominence achieved by Active Methodologies in the curricular design of universities. The aim of this study is to explore how Active Methodologies are used in language teaching in higher education, and with what results, based on scientific reports of experiences of their use in Chilean classrooms. For this, a systematic review of the scientific literature published between 2017 and 2023 was carried out. The methodology was based on the PRISMA Statement, and the search was carried out in the WOS, SCOPUS, SCIELO and GOOGLE SCHOLAR databases. In the works reviewed, patterns of positive evaluation were found on the part of the students, both regarding effectiveness and to the language learning experience with the use of active methodologies. Among the aspects that stand out in their perception are the improvement of linguistic, cognitive, and social skills, and their ability to foster the development of autonomy and provide collaborative spaces.