IA y enseñanza-aprendizaje de lenguas

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas inteligencia artificial pronunciación

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

Resumen:

The acquisition of Chinese language skills presents significant challenges for non-native speakers, particularly in mastering tonal pronunciation and topic-prominent grammar structures. This study developed and evaluated an artificial intelligence driven (AI-driven) personalized learning system to enhance Chinese pronunciation and grammar skills among university students. Through a 16-week quasi-experimental study involving 60 undergraduate students in Thailand, we compared traditional classroom instruction with our AI system that provided real-time feedback, adaptive learning paths, and personalized practice opportunities. The experimental group utilizing the AI system demonstrated remarkable improvements compared to the control group across all tonal categories and grammatical structures. User satisfaction ratings were consistently...

Negotiating agency and emotional wellbeing in AI-infused ELT practicum: A qualitative study of pre-service teachers’ lived experiences

Emre Debreli (2026)

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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

Resumen:

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,...

Situated L2 pronunciation instruction during small-group robot-assisted language learning activities

Teppo Jakonen, Derya Duran, Pauliina Peltonen (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial chatbots pronunciación

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

Resumen:

Chatbots and other conversational agents based on speech recognition and processing technologies have been gaining ground in the field of language education. Although previous research has shown that automatic recognition of second language (L2) speech is difficult, little attention has been paid to how L2 teachers and learners interact with such technology when used as an interactional participant in classroom settings. Addressing this gap, this article provides a qualitative analysis of interactional practices of unplanned and situated pronunciation instruction as a teacher and 10- to 13-year-old young learners of L2 English complete robot-assisted language learning (RALL) activities in a...

Doing Digital Multimodal Composing with Generative Artificial Intelligence: Towards an Integrated Critical Digital Literacies Model

Christoph A. Hafner, Wing Yee Jenifer Ho (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial multimodalidad expresión escrita

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

Resumen:

The widespread availability of generative artificial intelligence tools has had a dramatic effect on language education, transforming how we think about and go about writing. This includes ‘multimodal composing’, which combines moving image, soundtrack, speech, and on-screen writing in digital communication. In this article, we focus on the potentials and pitfalls of generative artificial intelligence in a pedagogy of digital multimodal composing. The article aims to explore how the affordances and constraints of generative artificial intelligence tools powerfully shape the multimodal composing process in a way that enables or constrains individual agency, creativity, and criticality; and...

When ChatGPT gets it wrong: investigating third position repair by L2 learners at varying proficiency levels

Min Gyeong Choi (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas inteligencia artificial ChatGPT

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

Resumen:

This study explores how 30 Korean English as a foreign language (EFL) learners at three proficiency levels (CEFR A2, B1, and B2) manage third position repair during voice-based role-play tasks with ChatGPT-4. Over 12 hours and 30 minutes of recorded interactions were analyzed using conversation analysis, complemented by retrospective verbal reports (RVRs) to capture both interactional patterns and learner perceptions. The findings show clear proficiency-related differences. A2 learners (n = 10) consistently abandoned repair, either by switching to their first language or abruptly terminating the conversation, and none of their TPR sequences resulted in successful repair. B1 learners (n = 10) managed repair partially through simple repetition or confirmation checks but often prioritized progressivity over intersubjectivity;...

Effects of using data-driven and generative AI-assisted instructions on learning multiword constructions in written academic English

Jun Rong, Yaochen Deng, Dilin Liu (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial corpus fraseología

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

Resumen:

With a pretest/posttest/delayed posttest design, this quasi-experimental study compares the effectiveness of corpus use versus generative AI (GenAI) use in helping undergraduate students learn multiword constructions (MWCs) in written academic English and examines the moderating effects of learners’ learning styles. Six intact writing classes with a total of 210 students were assigned to one of three instructional groups with each group including two intact classes: Experimental Group 1 (using data-driven learning [DDL] only), Experimental Group 2 (employing GenAI-assisted learning combined with corpus analysis of teacher-generated concordance lines), and Control Group. MWC learning was measured by a MWC production test and a writing test that assessed both the overall writing quality and the frequency and number of types of MWCs used...

Applying intelligent personal assistants to develop fluency and comprehensibility, and reduce accentedness in EFL learners: an empirical study of Google Assistant

Jalil Fathi, Masoud Rahimi, Timothy Teo (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial expresión oral pronunciación

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

Resumen:

Considering the contribution of intelligent personal assistant (IPA) platforms to English as a foreign language (EFL) speaking courses and the insufficiency of research in this regard, the current study applied a sequential explanatory mixed-methods approach to explore the impact of Google Assistant, an IPA platform, on EFL learners’ International English Language Testing System (IELTS) speaking test marks and their fluency, comprehensibility, and accentedness. Two intact classes at a language institute were chosen and randomly assigned to an IPA class with 20 EFL learners and a non-IPA class with 23 EFL learners. The IPA learners interactively and individually communicated with Google Assistant by giving commands/requests/questions, and the non-IPA learners communicated the same commands/requests/questions with their peers...

AI-Informed Digital Literacy for Language Educators: Redefining Core Competencies Through TPACK and SAMR

Di Zou, Lucas Kohnke (2026)

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial alfabetización en IA competencia digital

Temas IA: IA y enseñanza-aprendizaje de lenguas conceptos básicos ética de la IA

Resumen:

The rapid evolution of generative artificial intelligence (GenAI) has transformed language education, presenting opportunities to enhance efficiency, personalisation and learner engagement. The technologies have also disrupted educators’ conventional roles, necessitating the acquisition of artificial intelligence (AI)-informed digital literacy competencies. This conceptual article explores the integration of GenAI technologies in language education through the lenses of technological pedagogical and content knowledge and substitution augmentation, modification and redefinition frameworks. By examining AI’s affordances and limitations, the article highlights the irreplaceability of the human role...

Social class, generative AI, and the negotiation of unequal digital literacies

Guangxiang Leon Liu, Ron Darvin (2026)

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Tipo: artículo

Metodología: estudio empírico

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

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

Resumen:

Focusing on two Chinese female university students from contrasting social class positions, Chen and Natalia, this article explores how engaging with generative artificial intelligence (AI) tools built on large language models constitutes social practice that can reproduce inequalities in language learning. Drawing on Darvin and Norton’s model of investment, we examine how these learners invest in AI literacy practices (as a specific type of digital literacies) shaped by differing dispositions toward technology and unequal access to material and symbolic resources. Data were collected through interviews, questionnaires, and digital artifacts, and analyzed using NVivo 12 following an inductive, case-based approach. Findings reveal that Chen, a middle-class student with extensive access to cultural, material, and social capital, was...

Exploring AI literacy practices and capabilities of adult EAL learners from migrant and refugee backgrounds

Ekaterina Tour, Edwin Creely, Melissa Barnes (2026)

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Tipo: artículo

Metodología: estudio empírico

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

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

Resumen:

Access to generative artificial intelligence (AI) and the ability to use it are becoming crucial for learning, work, and leisure. In this context, AI literacy is recognized as critically important for adult language learners, including those from migrant and refugee backgrounds. While there have been calls to include AI literacy in language learning programs, its inclusion requires knowledge about learners’ current practices with generative AI and associated capabilities. This article reports selected findings from a large mixed-method study which explored uses of generative AI within one Australian government-funded adult education program. The study included a survey and focus groups,...