IA y enseñanza-aprendizaje de lenguas

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial integridad académica evaluación

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

Resumen:

The potential application of generative artificial intelligence (AI) in schools and universities poses great challenges, especially for the assessment of students’ texts. Previous research has shown that people generally have difficulty distinguishing AI-generated from human-written texts; however, the ability of teachers to identify an AI-generated text among student essays has not yet been investigated. Here we show in two experimental studies that novice (N = 89) and experienced teachers (N = 200) could not identify texts generated by ChatGPT among student-written texts. However, there are some indications that more experienced teachers made more differentiated and more accurate...

A framework for evaluation of large language models in essay assessment: Reliability, alignment, and causal reasoning

Tongxi Liu, Luyao Ye, Wei Yan (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial expresión escrita evaluación

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

Resumen:

Recent advances in large language models have revitalized research on automated essay evaluation, yet critical concerns remain regarding their reliability, validity, and interpretability. This study presents a comparative analysis of five LLMs (GPT-4.1, Llama 4 Maverick, Gemini 2.5 Flash, Claude Sonnet 4, and DeepSeek R1) in the assessment of long English essays authored by non-native speakers in higher education. The analysis draws on LLM-generated scores for 60 essays to examine (a) intra-model reliability across repeated scoring runs, (b) the degree of alignment between model outputs and expert human ratings, and (c) causal feature dependencies that clarify how linguistic characteristics...

English grammar multiple-choice question generation using Text-to-Text Transfer Transformer

Peerawat Chomphooyod, Atiwong Suchato, Nuengwong Tuaycharoen (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial enseñanza/aprendizaje de la gramática creación de materiales

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

Resumen:

English grammar multiple-choice questions (MCQs) can be automatically generated to reduce preparation time. Previous studies have focused on semiautomated methods based on the transformation of human-made sentences/articles into MCQs, owing to which the number of generated questions is dependent on the size of a given text corpus. This study proposes an artificial intelligence-assisted MCQ generation system that increases the number of generable questions using controllable text generation techniques. In this system, the questions for MCQs are generated using a text generation model trained using the Text-to-Text Transfer Transformer (T5) architecture, a powerful deep learning model for...

Style, sentiment, and quality of undergraduate writing in the AI era: A cross-sectional and longitudinal analysis of 4,820 authentic empirical reports

Matthew H.C. Mak, Lukasz Walasek (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial escritura académica educación superior

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

Resumen:

As generative artificial intelligence (GenAI) becomes widespread in education, its influence on students' academic practice raises concern. We conducted pre-registered analyses of 4820 empirical reports authored by 2000 psychology undergraduates (2016–2025) to examine how ChatGPT's launch in November 2022 may influence the style, sentiment, and quality of students' writing. Following ChatGPT's release, prevalence of ChatGPT-associated lexical markers (e.g., delve, intricate) surged until 2024, then declined in 2025, possibly due to some students actively masking GenAI traces. Writing style (indexed by lexical diversity/density/sophistication, nominalisation, readability) became increasingly...

How can GenAI foster an inclusive language classroom? A critical language pedagogy perspective from Philippine university teachers

Mark Bedoya Ulla, Ma Jenny C. Advincula, Christine Dawn S. Mombay (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial inclusión y equidad pedagogía crítica

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

Resumen:

Recent studies have recognized the potential and drawbacks of using generative artificial intelligence (GenAI), especially ChatGPT, in education. However, studies exploring the possibility of GenAI tools in language education are scarce from the perspective of critical pedagogy. This qualitative study explores the perspectives of 14 academics in Philippine higher education institutions (HEIs) regarding the use of GenAI in pedagogical contexts and how such use of these GenAI tools fosters an environment of inclusivity and equality among learners. Employing an open-ended survey questionnaire and follow-up individual interviews, the findings not only highlight the perceived benefits of GenAI...

Do AI chatbot-integrated writing tasks influence writing self-efficacy and critical thinking ability? An exploratory study

Jie Gao, Jing Zhang, Yalin Li (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial chatbots expresión escrita

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

Resumen:

Emerging discussions have boomed in relation to recent trends and applications of generative artificial intelligence in education, but few attention were paid to AI chatbots in terms of critical thinking ability and second language (L2) writing self-efficacy. To address such research gap, this study aims to delve into effectiveness of AI chatbot-integrated writing tasks on critical thinking ability and writing self-efficacy among vocational college students. Followed the quasi-experiment design, this study recruited 80 first-year vocational college students from two intact class. Throughout seven-week's instruction, quantitative data were collected with pre- and post-questionnaires of...

The effects of chatbot use on foreign language reading anxiety and reading performance among Chinese secondary school students

Shuyan Zheng (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial chatbots comprensión lectora

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

Resumen:

The present study investigates the effectiveness of a GenAI-based chatbot, “Reading Bot,” in reducing foreign language reading anxiety (FLRA) and improving foreign language reading performance (FLRP) among Chinese secondary school students learning English as a foreign language (EFL). To do so, a mixed-methods quasi-experimental pre-test/post-test design with qualitative interviews was employed. After ensuring homogeneity between the two groups, one class was designated as the experimental group (n = 42), utilizing a chatbot as a treatment, while the other class served as the comparison group (n = 42), receiving traditional teacher support. Both groups participated in five 45-min reading...

"Prompting" en ELE: formación docente y uso didáctico de la IA generativa

Marta Sanz Manzanedo (2025)

Doblele. Revista de lengua y literatura

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial formación de profesores grandes modelos de lenguaje

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

Resumen:

Este artículo analiza la necesidad de formar al profesorado de español como lengua extranjera (ELE) en técnicas de prompting para integrar, con fines didácticos, modelos de lenguaje de gran tamaño (LLM) y otras herramientas de inteligencia artificial generativa (IAG). Presenta resultados de un cuestionario ad hoc (N = 350) administrado a docentes de lenguas extranjeras de primaria y secundaria en Toscana (Italia). Se describen niveles de conocimiento y uso de IAG, percepciones de utilidad pedagógica y preferencias formativas. Aunque el profesorado declara estar familiarizado con herramientas como ChatGPT o Gemini, su empleo en el aula se concentra en tareas básicas (generación de materiales) y...

New Ways to Teach and Learn Pragmatics for Advancing Academic Communication Competence: An AI-Mediated Multimodal Platform

Tressyalina Tressyalina, Bima Mhd Ghaluh, Ella Wulandari (2026)

Language Teaching Research

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas inteligencia artificial pragmática

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

Resumen:

Effective academic communication in multilingual higher education requires pragmatic competence, yet this dimension of language ability is often overlooked in instruction and insufficiently supported through feedback or authentic practice. Grounded in instructed pragmatics and technology-mediated learning frameworks, this study reports on the design, implementation, and empirical evaluation of an artificial intelligence (AI)-mediated multimodal platform developed to scaffold pragmatic competence in Indonesian within digital academic contexts. The platform integrates five interdependent features: automated text analysis to identify speech acts, politeness strategies, and violations of conversational principles; video analysis with multilingual transcription and theory-based annotation; conversation simulations providing context-...

From error correction to strategy support: AI-powered metacognitive scaffolding in assessing EFL writing performance and self-regulatory engagement

Maroua Rogti, Ouafa Ouarniki (2026)

Language Teaching Research

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas inteligencia artificial expresión escrita

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

Resumen:

The lack of individualized feedback may lead foreign language educators to think about giving feedback using a variety of artificial intelligence powered (AI-powered) tools, increasing access to automated assessment systems. Furthermore, metacognitive scaffolding guides students in planning, reflecting, monitoring, and assessing their language progress which can be adaptive through AI-driven tools like grammarly and write & improve that alter feedback. The purpose of this study is to investigate how AI-enhanced adaptive scaffolding delivered through automated feedback prompts and reflective questions can improve English as a foreign language (EFL) learners’ writing performance and self-regulatory engagement. Along with a self-report questionnaire, the study used a quantitative approach with experimental design. The study sample...