Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial chatbots grandes modelos de lenguaje

Temas IA: IA y enseñanza-aprendizaje de lenguas chatbots modelos de lenguaje (LLM)

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This study investigates the effectiveness, affordances, limitations, and family perceptions of conversational AI for home literacy learning vs. human. We developed a large language model (LLM)-powered conversational AI system, named Vovo, to teach children vocabulary and co-construct stories using structured literacy pedagogy. The system was tested in home environments over six weeks with 10 families and their children aged 3–7 (M = 5.4). Across 150 learning sessions, Vovo delivered structured literacy instruction as effectively as parents, though children achieved higher learning outcomes when learning with parents. Video analysis revealed Vovo's advantages in pedagogical consistency,...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial feedback/retroalimentación expresión escrita

Temas IA: IA y enseñanza-aprendizaje de lenguas IA y evaluación estudio empírico

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Argumentative writing is an important skill for (future) teachers, and this skill can be promoted with feedback. For such feedback to be effective, certain social and non-cognitive aspects must be considered. Building on this, our study investigated the influence of different feedback providers and language styles on learners’ motivation, emotions, self-efficacy, and perceptions about the provider and the feedback. A total of N = 98 German student teachers participated in the 3 (feedback provider: artificial intelligence (AI) vs educator vs peer) × 2 (feedback language: personalised vs neutral) experimental between-subjects design. Results showed that student teachers ascribed an AI,...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial expresión escrita alfabetización en IA

Temas IA: IA y enseñanza-aprendizaje de lenguas IA y aprendizaje estudio empírico

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Generative AI is becoming part of academic writing, but its educational value depends on how control is shared between learner and system. This study examined an agency gap : performance differences that may arise when AI agent initiative is misaligned with learners’ generative AI literacy. Seventy-nine medical and nursing students completed two multimodal analytical writing tasks using healthcare simulation data visualisations. They were randomly assigned to a reactive agent that responded only when prompted or a proactive agent that provided sequenced questions and feedback. Generative AI literacy was measured using the validated 20-item Generative AI Literacy Assessment Test. Epistemic...

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Tipo: artículo

Metodología: estudio empírico

Temas: español como lengua extranjera traducción automática Google Translate

Temas IA: IA y ELE IA y evaluación estudio empírico

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Google Translate (GT) has become a popular machine translation (MT) tool among language learners, received by instructors with excitement over its pedagogical potential and concerns about its possible misuse in the classroom, particularly when this misuse goes undetected. This study investigated the suitability of natural language processing (NLP) software for the automated detection of MT use in second language (L2) writing, examining a dataset composed of written samples generated by GT and direct L2 writing produced by intermediate-level postsecondary learners of Spanish. NLP-powered analyses found significant lexical and sentential-level differences, as well as estimated proficiency-level differences across text types. Automated judgments based on lexical diversity and amount of coordination yielded detection accuracy rates of 73....

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas inteligencia artificial alfabetización en IA

Temas IA: chatGPT IA y enseñanza-aprendizaje de lenguas estudio empírico

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Artificial intelligence (AI) has taken the educational field by storm, offering unique affordances for addressing diverse learners’ needs, including those of English language learners (ELLs). Harnessing the pedagogical value of AI, however, largely depends on teachers’ preparedness to integrate the new technology effectively into teaching. Pedagogical integration of AI is especially important for pre-service teachers (PSTs), who often struggle to gain enough technological fluency for teaching ELLs due to limited teaching experience and minimal exposure to field-specific technology experimentation. Given AI’s potential to support differentiated instruction, it is vital for PSTs to learn to use the technology effectively to teach ELLs. Grounded in the technological pedagogical content knowledge framework, this mixed-methods study...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial feedback/retroalimentación expresión escrita

Temas IA: IA y enseñanza-aprendizaje de lenguas prompts estudio empírico

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Model texts have been widely recognized as an effective feedback instrument in enhancing second-language (L2) writing. Recent advances in generative artificial intelligence (GenAI), capable of producing humanlike text in response to user prompts, offer an accessible and efficient alternative for generating customized model texts tailored to L2 learners’ specific goals and proficiency levels. Despite this potential, little empirical research has examined L2 students’ practice and perceptions of leveraging GenAI for model text creation to support their revision. To address this gap, this study follows a process approach to investigate students’ prompting strategies to elicit AI-generated model texts, their noticing and incorporation of the model text features, and their perceptions of this process. Data were collected from 12 university...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario CALL/ELAO diferencias individuales

Temas IA: IA y enseñanza-aprendizaje de lenguas estudio empírico

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The extent to which learners benefit from instruction may be largely dependent on their individual abilities. However, there is relatively little work on the interaction between instructional effectiveness in second language learning and learner individual factors. In this study, we investigated the relationship between instruction, individual differences in cognitive abilities (working memory and declarative memory), and second language vocabulary acquisition in the context of web-based intelligent computer assisted language learning (ICALL). To this end, 127 adult learners of English, predominantly advanced-level, German-speaking learners, read news texts on the web for about two weeks using an ICALL system under two instructional conditions: form-focused and meaning-focused instruction. Learners in the form-focused condition read...

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Tipo: artículo

Metodología: estudio empírico

Temas: evaluación expresión escrita inteligencia artificial

Temas IA: IA y evaluación estudio empírico

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This study examined the use of artificial intelligence tools, which have garnered significant attention in recent years, in the assessment and evaluation processes of language education. For this purpose, student essays were scored by Turkish middle school teachers and artificial intelligence tools both with and without the use of a rubric, and the findings were evaluated based on generalizability theory. Additionally, the research findings were shared with participants to gather qualitative data, which were analysed using the inductive thematic analysis method to support the research results. The findings revealed that in evaluations conducted without a rubric, teachers were limited in their...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas inteligencia artificial formación de profesores

Temas IA: IA y enseñanza-aprendizaje de lenguas IA y educación estudio empírico

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This qualitative study explored how pre-service English language teaching (ELT) trainees negotiated professional agency and emotional wellbeing and how these two processes interacted during practicum experiences in artificial intelligence (AI) and digitally enriched practicum. Guided by the ecological model of teacher agency (EMTA) and the job demands–resources (JD-R) framework, the study examined how technological affordances and institutional constraints shaped decision-making, identity, and affective experiences. Twelve final-year ELT trainees from a Turkish university undertook a 10-week practicum involving varying degrees of AI integration. Data were gathered through semi-structured interviews, reflective journals, and artefact analysis, and analysed thematically. Findings highlighted three forms of agency – iterational,...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial factores afectivos enseñanza en línea e híbrida

Temas IA: IA y enseñanza-aprendizaje de lenguas estudio empírico

Resumen:

Emotional disengagement has attracted considerable attention in educational research, particularly research on online learning environments. Negative emotions can narrow learners’ attentional focus and suppress spoken output, making it difficult for teachers to gauge students’ actual oral abilities. This study investigates whether real-time recognition of learners’ facial emotions, combined with targeted questioning strategies, can foster more positive affect during synchronous online second language (L2) classes. Using a multitask convolutional neural network (MTCNN) for face detection and the VGGFace model for expression classification, we captured seven emotions from 61 Chinese undergraduates during one-on-one online interactions. Each teacher question was coded for type, mood, and subject pronoun. The results extend research on...

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