IA y enseñanza-aprendizaje de lenguas

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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...

Beyond accuracy: Multimodal modeling of structured speaking skill indices in young adolescents

Candy Olivia Mawalim, Chee Wee Leong, Guy Sivan (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial expresión oral evaluación

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

Resumen:

This study introduces a novel method for explainable speaking skill assessment that utilizes a unique dataset featuring video recordings of conversational interviews for high-stakes outcomes (i.e., admission to high schools and universities). Unlike traditional automated speaking assessments that prioritize accuracy at the expense of interpretability, our approach employs a new multimodal dataset that integrates acoustic and linguistic features, visual cues, turn-taking patterns, and expert-derived scores quantifying various speaking skill aspects observed during interviews with young adolescents. This dataset is distinguished by its open-ended question format, which allows for varied...

Improving EFL students’ cultural awareness: Reframing moral dilemmatic stories with ChatGPT

Yangsheng (Danson) Zheng, Nicola Stewart (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial competencia intercultural creación de materiales

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

Resumen:

Classroom teachers are usually responsible for creating materials to meet students' needs and course requirements. The arrival of generative AI, such as ChatGPT, offers EFL teachers an opportunity to regularly collaborate with AI chatbots to create new source materials. The writing experiments in this study considered how to effectively and ethically work with generative AI to produce culturally appropriate EFL teaching materials. The experiments involved co-producing moral dilemmatic stories with ChatGPT to support a new Chinese EFL curriculum unit on “Morals and Virtues”. We draw on Lo's (2023a, 2023b) CLEAR framework for prompt engineering to generate appropriate stimulus materials. We...

Language teachers’ AI literacy: A psychometric study based on the ED-AI framework

Salim Nabhan, Anita Habók (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial alfabetización en IA profesorado

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

Resumen:

Artificial Intelligence (AI) is reshaping language education, making AI literacy crucial for teachers to engage critically and effectively with this technology. Nonetheless, most existing assessments target students or general users, leaving a gap in measuring AI literacy within language teacher education. This study sought to develop and validate the Teachers’ AI Literacy Scale (TAILS), grounded in the ED-AI literacy framework, which comprises six dimensions: knowledge, evaluation, collaboration, contextualization, autonomy, and ethics. The scale was tested with preservice English language teachers through two phases: exploratory factor analysis (EFA) with 165 participants and confirmatory...

English speaking practice with conversational AI: Lower secondary students' educational experiences over time

Elin Ericsson, Stefan Johansson (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial expresión oral chatbots

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

Resumen:

Conversational artificial intelligence enables opportunities for practicing speaking the target language while giving individualized feedback in a low-anxiety environment offered in spoken dialogue systems with conversational agents. In this paper, we present results from a longitudinal study conducted on Swedish lower-secondary students who used a spoken dialogue system as an integrated part of their ordinary English lessons. They interacted orally with embodied conversational agents to solve given tasks in everyday-life scenarios and self-reported their experiences in questionnaires and systematic logbook reflections. Analytical methods were mainly non-parametric tests. Results revealed...

Effectiveness of Artificial Intelligence (AI) in language teaching

Peter Joseph Torres, Yunus Emre Kahveci (2025)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial enseñanza/aprendizaje de lenguas CALL/ELAO

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

Resumen:

This study examines the effectiveness of artificial intelligence (AI) in language teaching, particularly in English as a Foreign Language (EFL) classrooms, following AI's increased adoption after the COVID-19 pandemic. Through a multilevel meta-analysis of 117 effect sizes across 46 empirical studies published between 2022 and 2025, results show that AI has a statistically significant medium-to-large overall impact on language learning (g = 0.74, 95 % CI [0.57, 0.92], p < .001) across all five major skills, with vocabulary showing the strongest effects, followed by reading, writing, listening, and speaking.Grounded in constructivist, adaptive learning, and cognitive load theories,...

AI-powered EFL pedagogy: Integrating generative AI into university teaching preparation through UTAUT and activity theory

Muhammad Zaim, Safnil Arsyad, Budi Waluyo (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial enseñanza/aprendizaje de lenguas creencias y actitudes de los profesores

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

Resumen:

This study explores the integration of generative AI into English as a Foreign Language (EFL) teaching preparation within Indonesian higher education, addressing the growing need to understand how emerging technologies can enhance pedagogical practices in a rapidly evolving educational landscape. By employing the Unified Theory of Acceptance and Use of Technology (UTAUT) and Activity Theory, the research provides a robust analytical framework to examine the factors influencing lecturers' adoption of generative AI. The study is particularly relevant as generative AI offers significant potential to improve teaching efficiency and content personalization, yet its adoption presents challenges...

Exploring ChatGPT literacy in language education: A global perspective and comprehensive approach

Qing Ma, Peter Crosthwaite, Daner Sun (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ChatGPT alfabetización en IA

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

Resumen:

With the widespread use of Generative AI in education, effectively utilizing and integrating it into teaching have become key focal points and challenges in education. Different subjects and target audiences require varied norms and strategies for implementing Generative AI, such as ChatGPT. These differences directly impact the educational integration of Generative AI in various educational contexts. To address these disparities and establish common ground, we propose the concept of ChatGPT literacy to bridge research gaps. In this study, we tailor the concept of ChatGPT literacy specifically for language teachers, aiming to delineate the essential competencies needed to proficiently and...

Lower secondary students’ poetry writing with the AI-based Poetry Machine

Arja Kangasharju, Liisa Ilomäki, Minna Lakkala (2022)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial escritura creativa expresión escrita

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

Resumen:

Despite poetry’s important role in improving linguistic skills and creative thinking, students often find poetry writing to be difficult and boring. This study is an investigation of how the digital Poetry Machine influences students’ poetry writing by applying AI techniques. It uses qualitative and quantitative analysis of the log data of poems that the seventh graders wrote with the Poetry Machine. The results show that the draft poems functioned as affordances, which the students followed as models. The drafts encouraged students to experiment with several different poetic features. The data suggest an association between the number of edited versions and the quality of the final poem....