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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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial alfabetización en IA competencia digital

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

Resumen:

The rapid development of artificial intelligence (AI) technology and the resulting array of ever-powerful consumer-facing generative AI (GenAI) applications have simultaneously wowed, stunned, scared and energized language teachers and researchers over the past few years. Understandably so, since these new technologies challenge foundational assumptions in our field: When writing can be largely automated, beautiful multimodal content generated from a few prompts, and when we can appear in videos speaking fluently in a language that we do not know, what becomes of the role of language teachers/teaching? This article engages these questions by critically examining four core areas of second language (L2) education: the language curriculum, the relationship between technology and language learning, the language learner and the ideological...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas inteligencia artificial aprendizaje autónomo

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

Resumen:

The rapid integration of artificial intelligence (AI) into language education has transformed how learners manage and direct their learning processes. Despite the growing adoption of AI-assisted tools, empirical understanding of their psychological and behavioral impacts remains incomplete. This study investigated how engagement in AI-assisted language learning environments shapes learners’ self-regulation, autonomy, and self-directed learning behaviors. Drawing on self-determination theory and Zimmerman’s model of self-regulated learning, the research employed a quantitative design with data collected from 736 Chinese university students using validated questionnaires measuring AI engagement, self-regulation, self-directed learning, and learner autonomy. Structural equation modeling (SEM) and correlational analyses were conducted...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial grandes modelos de lenguaje expresión oral

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

Resumen:

This study investigates the effects of generative pre-trained transformer (GPT) generated vs. human-written moral dilemma stories on English as a foreign language (EFL) learners’ speaking skills, storytelling ability, and behavioral regulation, framed within the theoretical context of embodied cognition. A total of 120 university students were divided into two groups: the experimental group, which engaged with GPT-generated moral dilemma stories, and the control group, which worked with human-authored moral dilemma stories. Over an 11-week experimental period (including pre-test, 10-week intervention, and post-test), each group was exposed to weekly dilemma stories, followed by speaking assessments using IELTS Part 2 tasks. Analysis of covariance results demonstrated that the GPT group significantly outperformed the control group in...

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Tipo: artículo

Metodología: estudio empírico

Temas: comprensión oral metacognición aprendizaje autónomo

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

Resumen:

Listening instruction in language education often remains product-oriented, focusing on comprehension accuracy rather than awareness of cognitive processes and learner self-regulation. Grounded in metacognitive and self-regulated learning frameworks, this study examined the effectiveness of an artificial intelligence (AI)-mediated metacognitive listening textbook designed to promote metacognitive awareness and learner autonomy through guided reflection and adaptive feedback. The textbook implemented a four-phase metacognitive cycle (planning, monitoring, evaluating, reflecting) supported by AI feedback that helped learners diagnose comprehension challenges, plan strategies, and monitor progress. A 12-week quasi-experimental mixed-methods design was conducted with 500 upper-secondary learners divided into experimental (n = 250) and...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial expresión escrita creencias y actitudes de los estudiantes

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

Resumen:

With the growth of artificial intelligence (AI) tools available to anybody with internet access, English language learners are increasingly turning to these resources to improve their writing skills. By examining their utilization of AI tools to improve their writing proficiency, this research examines the perspectives of Turkish English language learners enrolled in a preparatory program at a state university in Istanbul. Using a Q methodological approach, researchers created a set of 40 statements based on a literature study, which were then sent to 55 consenting individuals. Qualitative information was also collected by interviewing five students in depth. The analysis indicated a growing tendency among students to utilize AI tools for writing assignments, highlighting advantages such as assistance in translation, idea generation,...

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Tipo: artículo

Metodología: revisión bibliográfica

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

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

Resumen:

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The integration of artificial intelligence (AI) into language education is transforming pedagogical practices. This transformation is influenced by two distinct yet interconnected domains: the cognitive domain, encompassing AI literacy, and the affective domain, involving AI-induced emotions. However, the dynamic interplay between cognition and emotion in this context is a critical yet underexplored area of research. This study presents a systematic review, compliant with PRISMA guidelines, synthesizing findings from the Web of Science, Scopus, and ProQuest databases. The review delineates the specific characteristics of AI literacy and catalogues the range of emotions arising from AI use. To...

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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 educación estudio empírico

Resumen:

As artificial intelligence (AI) becomes increasingly embedded in education, AI literacy has emerged as a critical competency for teachers across disciplines. However, existing research and assessment tools largely focus on STEM (science, technology, engineering and mathematics) fields, with limited attention given to AI literacy within language education. To address this gap, the present study aimed to develop and validate an AI literacy scale specifically designed for middle school English teachers in China. The scale is based on a four-dimensional framework comprising Awareness, Use, Evaluation, and Ethics. Using sequential design, item analysis and exploratory factor analysis were conducted with a sample of 700 teachers, followed by confirmatory factor analysis with an independent sample of 823 teachers, resulting in a final...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial aprendizaje informal expresión escrita

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

Resumen:

Artificial intelligence-mediated informal digital learning of English (AI-IDLE) is emerging as a promising field in computer-assisted language learning (CALL). This study asserts a need to adopt a skill-specific (e.g., writing) perspective to examine the unique challenges and psychological mechanisms associated with second language (L2) writing. Drawing upon the theoretical concepts of L2 writing future selves (i.e., the ideal L2 writing self and the ought-to L2 writing self) and L2 writing enjoyment, this study seeks to investigate the motivational and affective basis of AI-IDLE writing (AI-IDLE-W). We collected questionnaire data from 412 Chinese university students and conducted postsurvey interviews with 12 of them. The quantitative findings demonstrated that both the ideal L2 writing self and the ought-to L2 writing self can...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación expresión escrita inteligencia artificial

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

Resumen:

This 8-week randomized controlled experiment tested the different effects of adaptive artificial intelligence-based feedback versus static rule-based feedback on learner engagement and the acquisition of second language writing in 216 undergraduate students of English as a foreign language. The respondents were randomly divided into a control group that used standard automated feedback and an artificial intelligence-adaptive feedback group in which the responses were customized according to individual proficiency levels and error patterns. Validated analytical rubrics (intraclass correlation coefficient = 0.89) were used to evaluate the writing quality, and the involvement was assessed through self-reports and system logs weekly. The multilevel analysis of the growth curve revealed that there were high treatment effects, in that the...

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