Tipo: artículo

Metodología: experiencia práctica

Temas: inteligencia artificial expresión oral enseñanza/aprendizaje de lenguas

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

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Las autoras parten de una constatación: cuando se pregunta al alumnado de lenguas dónde practica la expresión oral fuera de clase, la respuesta habitual es «en ningún sitio». El artículo analiza esa carencia, especialmente aguda en la enseñanza en línea y en entornos distribuidos con dificultades de horarios y husos horarios, y expone las reflexiones pedagógicas que deberían guiar el diseño y desarrollo de herramientas de práctica oral basadas en inteligencia artificial, a partir de su experiencia desarrollando un asistente propio para cursos de alemán y francés.

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial enseñanza/aprendizaje de lenguas expresión oral

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

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Examines the effects of ChatGPT's Advanced Voice Mode on the development of university students' oral proficiency. Following a sequential explanatory mixed-methods design, the study measured improvement over an 8-week intervention and then gathered learners' perspectives through semi-structured interviews. Quantitative findings showed that fluency and lexical resources increased significantly, but pronunciation did not. The qualitative data focus on three themes: the potential of AI for low-anxiety practice, learners' frustration with the lack of nuanced feedback on accent, and difficulties with real-time corrective functions. The authors propose a «Mixed Dialogical Model» combining...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial chatbots enseñanza/aprendizaje de lenguas

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

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The use of chatbots as learning assistants is receiving increasing attention in language learning due to their ability to converse with students using natural language. Previous reviews mainly focused on only one or two narrow aspects of chatbot use in language learning. This review goes beyond merely reporting the specific types of chatbot employed in past empirical studies and examines the usefulness of chatbots in language learning, including first language learning, second language learning, and foreign language learning. We conducted a systematic search and identified 25 empirical studies, using the inductive grounded approach to identify the technological and pedagogical affordances and the challenges of using chatbots, and Garrison's social presence framework to analyze the social affordances.

Our...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: traducción automática enseñanza/aprendizaje de lenguas tecnología educativa

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

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Although use of machine translation (MT) technologies by learners may seem like a relatively new issue in foreign language (FL) education, researchers have been investigating connections between MT tools and FL teaching and learning for more than three decades, years before learners had access to free online services such as Google Translate. This literature review summarizes this rapidly expanding research domain both chronologically and thematically, identifying key concepts, insights, and findings and mapping them onto a framework inspired by questions commonly asked by both researchers and practitioners: How do learners use MT tools? What do instructors and learners think about MT? How...

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Tipo: capítulo

Metodología: revisión bibliográfica

Temas: chatbots inteligencia artificial enseñanza/aprendizaje de lenguas

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

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This entry provides a concise overview of the research conducted on chatbots in language teaching and learning, and aims to introduce chatbots as a distinct field within computer-assisted language learning (CALL). Much of the existing research focuses solely on chatbots' functions as conversational software, lacking deep reflection and theorization. In response to the need for a theoretical foundation, the authors review previous studies to highlight three considerations: the unique characteristics of chatbots that distinguish them from human interlocutors; research frameworks incorporating cognitive, sociocultural, and critical approaches; and areas in language education that intersect with chatbot technology.

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial lingüística aplicada metodología de investigación

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

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This article proposes a framework for understanding how artificial intelligence is reshaping language practices and applied linguistics research. It identifies four areas of inquiry: AI as a research instrument, AI as an object of applied linguistic inquiry, AI as a site of conceptual renewal, and AI as a problem of pedagogy, policy and social justice. Distinguishing between predictive, classificatory, assistive and generative AI systems, the authors argue that contemporary systems now participate directly in communication-related tasks such as writing, translation and assessment, and call for a repositioning of applied linguistics within an AI-mediated paradigm.

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial feedback/retroalimentación expresión escrita

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

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With research showing the benefits of feedback, teachers have come under increasing pressure to provide more, including more personalised, and more detailed responses to students. This often places heavy demands on teachers and with ever-larger class sizes and heavier workloads, teacher fatigue and burn-out are common. Automation has the potential to change all this and new digital resources have already proven to be valuable in supporting L2 writing. In this paper I look at the contribution of Automated Writing Evaluation (AWE) programmes and Generative Artificial Intelligence (GenAI) to feedback. The ability to provide instant local and global feedback across multiple drafts targeted to student needs and in greater quantities promises to increase learner motivation and autonomy while relieving teachers of hours of marking. But haven...

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial expresión escrita escritura académica

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

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Artículo de posición sobre el efecto de la IA generativa en la escritura en segundas lenguas.

Hyland sostiene que la IA no es ni el final de la disciplina ni una solución pedagógica, sino un factor que obliga a repensar qué es escribir, cómo se enseña y cómo se evalúa. Reconoce ventajas —andamiaje lingüístico, acceso a los géneros del discurso académico— junto a riesgos como la pérdida de destrezas del escritor y la homogeneización de la voz autorial, y defiende una posición intermedia entre la prohibición y la adopción acrítica.

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial escritura académica expresión escrita

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

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ChatGPT has created considerable anxiety among teachers concerned that students might turn to large language models (LLMs) to write their assignments. Many of these models are able to create grammatically accurate and coherent texts, thus potentially enabling cheating and undermining literacy and critical thinking skills. This study seeks to explore the extent LLMs can mimic human-produced texts by comparing essays by ChatGPT and student writers. By analyzing 145 essays from each group, we focus on the way writers relate to their readers with respect to the positions they advance in their texts by examining the frequency and types of engagement markers. The findings reveal that student essays are significantly richer in the quantity and variety of engagement features, producing a more interactive and persuasive discourse. The ChatGPT-...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial escritura académica expresión escrita

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

Resumen:

The ability of ChatGPT to create grammatically accurate and coherent texts has generated considerable anxiety among those concerned that students might use such large language models (LLMs) to write their assignments. The extent to which LLMs can mimic human writers is starting to be explored, but we know little about their ability to use nominal resources to create effective academic texts. This study investigates metadiscursive nouns in argumentative essays, comparing how ChatGPT and university students employ these devices to organise text, express stance, and construct persuasive arguments. By analysing 145 essays from each source, we examine the syntactic patterns, interactive functions, and interactional uses of metadiscursive nouns. The analysis reveals that while overall frequencies were similar, ChatGPT has distinct...

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