IA y enseñanza-aprendizaje de lenguas

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial profesorado formación de profesores

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

Resumen:

Design thinking (DT) is one of the critical 21st-century digital skills that allows individuals to solve real-world problems by redesigning their problem procedure to achieve the desired outcome. Nowadays, cultivating DT within any educational program is becoming increasingly important for teachers since Artificial Intelligence (AI) and chatbots are available to all students. However, teachers themselves need to possess DT competency to effectively cultivate it in their students, particularly in humanistic fields like applied linguistics, Computer Assisted Language Learning (CALL), and Artificial Intelligence Language Teaching (AILT). For this reason, the researcher in the current study...

Assessing how accurately large language models encode and apply the common European framework of reference for languages

Luca Benedetto, Gabrielle Gaudeau, Andrew Caines (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial MCER grandes modelos de lenguaje

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

Resumen:

Large Language Models (LLMs) can have a transformative effect on a variety of domains, including education, and it is therefore pressing to understand whether these models have knowledge of – or, in other words, how they have encoded – the specific pedagogical requirements of different educational domains, and whether they use this when performing educational tasks. In this work, we propose an approach to evaluate the knowledge – or encoding – that the LLMs have of the Common European Framework of Reference for Languages (CEFR), and use it to evaluate five modern LLMs. Our study shows that the suite of tasks we propose is quite challenging for all the LLMs, and they often provide results...

Using LLMs to bring evidence-based feedback into the classroom: AI-generated feedback increases secondary students’ text revision, motivation, and positive emotions

Jennifer Meyer, Thorben Jansen, Ronja Schiller (2024)

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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 modelos de lenguaje (LLM)

Resumen:

Writing proficiency is an essential skill for upper secondary students that can be enhanced through effective feedback. Creating feedback on writing tasks, however, is time-intensive and presents a challenge for educators, often resulting in students receiving insufficient or no feedback. The advent of text-generating large language models (LLMs) offers a promising solution, namely, automated evidence-based feedback generation. Yet, empirical evidence from randomized controlled studies about the effectiveness of LLM-generated feedback is missing. To address this issue, the current study compared the effectiveness of LLM-generated feedback to no feedback. A sample of N = 459 upper secondary...

A LLM-based pedagogical framework for active, inquiry-based and adaptive learning in L2 writing

Ruonan Wang, Yan Yin, Yongbo Cao (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial expresión escrita ChatGPT

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

Resumen:

Traditional L2 writing instruction often struggles to provide personalized, process-oriented feedback and engage student motivation. While generative AI like ChatGPT offers a potential solution, its application lacks a robust pedagogical foundation. This study proposes an innovative framework that integrates ChatGPT into L2 writing through a synthesis of active, inquiry-based, and adaptive learning principles. Within the framework, learners occupy the central position, undergoing the teaching implementation of LLM-based six-step writing instruction process to inquisitively learn, experiencing the teaching assessment of three-dimensional writing evaluation to actively acquire, and benefiting...

Exploring English language learning via Chabot: A case study from a self determination theory perspective

Nagaletchimee Annamalai, Mohd Elmagzoub Eltahir, Samer H. Zyoud (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial chatbots enseñanza/aprendizaje de lenguas

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

Resumen:

This study applied Self Determination Study to understand 25 undergraduate students' motivation to learn the English language via chatbot. The data collected from interviews were categorized based on three psychological needs of learners: autonomy, competence and relatedness. The interview data were categorized based on the thematic analysis suggested by Braun and Clarke. The findings revealed that chatbots support competence, autonomy, and relatedness. However, the findings also revealed that chatbots lack an emotional environment and give inaccurate English language learning information. To address these problems, students suggested that chatbots should be used solely for assessment...

Evaluating the potential of ChatGPT-reformulated essays as written feedback in L2 writing

Yingzhao Chen (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ChatGPT expresión escrita

Temas IA: IA y enseñanza-aprendizaje de lenguas chatGPT análisis de producción de IA

Resumen:

Reformulation is a form of written corrective feedback to help second language (L2) learners improve their writing. This study examined whether ChatGPT could produce reformulations that (1) retain the meanings of the original essays and (2) are linguistically more developed than learners’ original essays. In addition, three types of ChatGPT prompts were compared to see which type yielded better reformulations. One thousand two hundred argumentative essays written for the TOEFL iBT® independent writing task were submitted to ChatGPT. ROUGE-L scores, used as a proxy for meaning retention, showed that ChatGPT reformulations largely retained the meaning of the original essays. A qualitative...

A systematic review of conversational AI tools in ELT: Publication trends, tools, research methods, learning outcomes, and antecedents

Wan Yee Winsy Lai, Ju Seong Lee (2024)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial chatbots enseñanza/aprendizaje de lenguas

Temas IA: IA y enseñanza-aprendizaje de lenguas chatbots revisión de bibliografía

Resumen:

This review analyzed the trends in conversational AI tools in ELT from January 2013 to November 2023. The study examined 32 papers, focusing on publication trends, tool types, research methods, learning outcomes, and factors influencing their use. Findings revealed a gradual increase in publications, with 4 (12%) from 2013 to 2021, 13 (41%) in 2022, and 15 (47%) in 2023. All studies (100%) were conducted in Asian EFL contexts. Among the AI chatbots, Google Assistant (25%) was the most widely used. Quasi-experimental (45%) and cross-section (41%) research designs were commonly employed. Mixed-method (50%) approaches were prevalent for data collection and analysis. Conversational AI yielded...

Evaluating the AI dialogue System's intercultural, humorous, and empathetic dimensions in English language learning: A case study

Chunpeng Zhai, Santoso Wibowo, Lily D. Li (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial chatbots competencia intercultural

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

Resumen:

The rise of artificial intelligence (AI) technologies has been notable in supporting English as an Additional Language (EAL) learners, particularly in offering interactive assessments. AI-driven dialogue systems that produce culturally relevant humor and empathy, bridging the native language (L1) and the target language (L2), have been employed to engage EAL learners more effectively and boost their learning results. However, there's a noticeable gap in research concerning the fusion of humor, empathy, and intercultural dimensions in language learning. Intercultural dimensions encompass acquiring crucial knowledge, communication skills, and the values essential for meaningful interactions...

Standardized assessment of LLM English proficiency

Shaonan Wang, Shangchao Min, Hui Wang (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial grandes modelos de lenguaje evaluación

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

Resumen:

Large language models (LLMs) are increasingly used in language learning and assessment, yet their English proficiency is seldom reported against interpretable proficiency standards. We introduce the China’s Standards of English Language Ability (CSE) framework to assess the proficiency levels and subskills of LLMs. The test is referred to as the CSEBench and comprises 624 expert-annotated multiple-choice items across CSE Levels 2–7. Each item is accompanied by metadata, including difficulty level and subskill labels covering vocabulary, syntax, phonology, and cohesion/discourse. Critically, the dataset includes test responses from 2,050 middle school and and sophomore college students who...

Enhancing language learning through generative AI feedback on picture-cued writing tasks

Yipeng Zhuang, Ruibin Zhao, ZhiWei Xie (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial expresión escrita feedback/retroalimentación

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

Resumen:

Generative AI (GAI) is transforming education, despite its widespread use, its role in supporting student learning remains underexplored, and how to effectively leverage GAI for educational purposes is still unclear. This study focuses on enhancing language learning through GAI, specifically in picture-cued writing tasks, where students describe life scenarios depicted in pictures through text. A Generative AI-assisted language learning system was developed, powered by fine-tuned multimodal Large Language Models (LLMs), designed to evaluate students' textual descriptions in relation to corresponding images and provide adaptive feedback. A lot of middle school students participated in the...