IA y enseñanza-aprendizaje de lenguas

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial chatbots grandes modelos de lenguaje

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

Resumen:

Dialogic reading, a technique in which adults and children engage in interactive discussions around a story, has been shown to improve children’s language and literacy development. Despite its evidence-based benefits, its adoption amongfamilies with English as a Foreign Language (EFL) backgrounds has been particularly challenging due to limited English proficiency, restricted conversational skills, and a low inclination to read in English. This paper presents “Storio'', an e-book integrated with a bilingual large language model (LLM)-based conversational agent named “Mia'', used as a design probe to investigate interactions between EFL children (N=17) and the agent, and to gather insights...

Two years of innovation: A systematic review of empirical generative AI research in language learning and teaching

Belle Li, Yaling Lily Tan, Chaoran Wang (2025)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial enseñanza/aprendizaje de lenguas ChatGPT

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

Resumen:

This systematic review examines the evolution of empirical research on generative AI in language learning and teaching from 2023 to 2024. Following PRISMA guidelines, we analyzed 144 peer-reviewed articles from Web of Science, Scopus, and ERIC databases to explore the field's progression, including identifying new developments, shifts in research priorities, and emerging themes that have arisen compared to the first year. The findings reveal an exponential growth in publications, with a significant shift from primarily exploratory inquiries to more systematic and empirically driven investigations. The analysis identified six main research foci: Perceptions and attitudes, psychological and...

Reinventing assessments with ChatGPT and other online tools: Opportunities for GenAI-empowered assessment practices

Dennis Foung, Linda Lin, Julia Chen (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial evaluación ChatGPT

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

Resumen:

The recent emergence of generative artificial intelligence (GenAI) tools, such as ChatGPT, has brought profound changes to higher education. While many studies have examined the potential use of ChatGPT in teaching and learning, few have explored the opportunities to develop assessments that facilitate the use of multiple technological innovations (i.e. traditional AI and GenAI tools). We conducted qualitative research to address this gap. The assessments of an elective English course in Hong Kong were re-designed to incorporate GenAI and other tools. Students were asked to employ and reflect on their use of these tools for their writing assessments. We analyzed the written reflections of...

From AI anxiety to strategic regulation: How university students transform generative AI into a strategic learning resource

Eunjeo Kim (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial escritura académica factores afectivos

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

Resumen:

This study examined how university students engaged with generative AI as a strategic learning resource in academic writing tasks, with particular attention to the role of AI anxiety. Using an explanatory sequential mixed-methods design, survey data and post-task written reflections were collected from 107 university students. The quantitative analysis examined the relationships among AI anxiety, evaluative capacity, ethical awareness, and regulatory engagement, while the qualitative analysis explored how students described verifying, revising, selectively adopting, or rejecting AI-generated content during actual academic writing tasks. The findings showed that AI anxiety was positively...

Investigating the affordances of OpenAI's large language model in developing listening assessments

Vahid Aryadoust, Azrifah Zakaria, Yichen Jia (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial comprensión oral evaluación

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

Resumen:

To address the complexity and high costs of developing listening tests for test-takers of varying proficiency levels, this study investigates the capabilities of an OpenAI's large language model, ChatGPT 4, in developing listening assessments. Employing prompt engineering and fine-tuning of prompts, the study specifically focuses on creating listening scripts and test items using ChatGPT 4 for test-takers across a spectrum of proficiency levels (academic, low, intermediate, and advanced). For comparability, the 24 topics of these scripts were selected from topics found in academic listening tests. We conducted two types of analyses to evaluate the quality of the output. First, we performed...

Conversational AI in children's home literacy learning: effectiveness, advantages, challenges, and family perception

Shuang Quan, Xintian Tu-Shea, Yi Ding (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial chatbots grandes modelos de lenguaje

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

Resumen:

This study investigates the effectiveness, affordances, limitations, and family perceptions of conversational AI for home literacy learning vs. human. We developed a large language model (LLM)-powered conversational AI system, named Vovo, to teach children vocabulary and co-construct stories using structured literacy pedagogy. The system was tested in home environments over six weeks with 10 families and their children aged 3–7 (M = 5.4). Across 150 learning sessions, Vovo delivered structured literacy instruction as effectively as parents, though children achieved higher learning outcomes when learning with parents. Video analysis revealed Vovo's advantages in pedagogical consistency,...

Asking generative artificial intelligence the right questions improves writing performance

Yixin Cheng, Yizhou Fan, Xinyu Li (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial expresión escrita ChatGPT

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

Resumen:

Generative Artificial Intelligence (GenAI) tools are widely used by learners and this trend is poised to continue. However, little is known about whether and how GenAI use impacts learning and performance. This study aimed to investigate the effect of GenAI on performance by examining a key affordance of GenAI—seeking help via question asking. We compared the questions that learners asked GenAI versus a human tutor online during a writing task. Using quantitative ethnographic methods, we found that: (a) participants in the GenAI condition asked significantly more questions compared to those in the Tutor condition; (b) GenAI participants tended to ask one-off questions, while Tutor...

Impact of AI-generated storytelling vs. gamified learning on vocabulary retention and engagement in CALL environments

Ehsan Namaziandost, Fidel Çakmak (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial enseñanza/aprendizaje de vocabulario storytelling/narración

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

Resumen:

Artificial Intelligence (AI) and gamified learning have attracted interest from language educators and researchers in the field of teaching English as a Foreign Language (EFL) for their potential to enhance vocabulary acquisition outcomes. However, the relative effectiveness of AI-generated storytelling and gamified learning in EFL vocabulary acquisition has been underexplored. This study examines the influence of AI-generated storytelling and gamified learning on the vocabulary retention and engagement of intermediate-level EFL learners. Ninety participants were allocated among three groups: a control group that employed conventional vocabulary methods (e.g., rote memorization using...

Using ChatGPT for second language writing: Experiences and perceptions of EFL learners in Thailand and Vietnam

Joel C. Meniado, Duong Thi Thu Huyen, Nopparat Panyadilokpong (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial ChatGPT expresión escrita

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

Resumen:

This study explored the experiences and perceptions of Thai and Vietnamese EFL learners regarding the use of ChatGPT for second language (L2) writing. It aimed to contribute to the ongoing discourse on using generative Artificial Intelligence (GAI) tools to enhance L2 writing skills. Utilizing a mixed-methods research design with quantitative data gathered from 357 survey respondents from three educational institutions in Thailand and Vietnam and qualitative data from 16 interviewees from the same group of respondents, this study found that ChatGPT was perceived positively for L2 writing. Participants in the study found it a valuable tool for L2 writing, where its ability to generate ideas...

Exploring generative artificial intelligence preparedness among university language instructors: A case study

Lucas Kohnke, Benjamin Luke Moorhouse, Di Zou (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial creencias y actitudes de los profesores profesorado

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

Resumen:

The integration of generative artificial intelligence (AI) in English language teaching presents opportunities and challenges for instructors. This study explores the attitudes of higher education English language instructors towards generative AI tools, their intentions to use them and the institutional support and professional development necessary to teach and learn with them. As the field continues to evolve rapidly, it is essential to comprehend the readiness of front-line language instructors. This qualitative interpretive study seeks to identify the digital competencies and pedagogical knowledge required to implement generative AI in education and provide guidance for the design of...