Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

Resumen:

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Previous studies demonstrate that the use of artificial intelligence (AI) dialogue systems for English as a Foreign Language (EFL) education has effectively improved university students' reading, writing, and listening abilities. However, there are limited systematic reviews focused on the evidence-based interactional competence of EFL university students. This study aims to examine the use of AI dialogue systems to enhance EFL university students' interactional competence. Through the PRISMA process, this study identified 28 articles published between January 2013 and August 2022 in journals and conferences from the most popular databases, including Google Scholar, ProQuest, IEEE,...

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

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Artículo divulgativo del Dickinson College que explica qué es la recuperación aumentada por generación (RAG) y por qué importa en la enseñanza de lenguas: la diferencia entre un modelo que responde con lo que sabe y uno que consulta los documentos del curso antes de responder. El problema de partida es conocido —los chatbots contestan con vocabulario y estructuras muy por encima del nivel del grupo— y la instrucción de ceñirse a unas páginas del manual no basta para evitarlo.

Los autores lo muestran con un caso práctico de chino: un personaje conversacional creado en Mizou, con su prompt de configuración completo, al que se pide usar solo el vocabulario y la gramática de las cincuenta primeras páginas del manual. La comparación de la misma respuesta con RAG y sin él deja ver el...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: inteligencia artificial

Resumen:

Chatbots are able to produce high-quality, sophisticated text in natural language. The authors of this paper believe that AI can be used to overcome three barriers to learning in the classroom: improving transfer, breaking the illusion of explanatory depth, and training students to critically evaluate explanations. The paper provides background information and techniques on how AI can be used to overcome these barriers and includes prompts and assignments that teachers can incorporate into their teaching. The goal is to help teachers use the capabilities and drawbacks of AI to improve learning.

Tres barreras del aprendizaje: el trabajo propone usar la IA para superar tres obstáculos habituales en el aula —mejorar la transferencia de lo aprendido a situaciones nuevas, romper la ilusión de...

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Tipo: actas

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Generative AI tools provide opportunities for personalizing and improving the education process. This paper analyzes the tool Brisk Teaching, used in the courses Information and Communication Technologies and E-Business during the academic year 2024/25 at the Zagreb School of Economics and Management. After recognizing weak points in students' knowledge, the authors implemented chatbots to help students learn and to provide professors with quick feedback on student progress. The paper examines the connection between students' activity with the GenAI tool and the results achieved in the knowledge test: students were very satisfied with its implementation and believe it provides additional motivation for learning.

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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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

Resumen:

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: capítulo

Metodología: revisión bibliográfica

Temas: chatbots

Resumen:

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: revisión bibliográfica

Temas: inteligencia artificial

Resumen:

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Educators are increasingly using GenAI chatbots in language learning classrooms. However, without a guiding theoretical framework, GenAI use may emphasize technological capabilities while overlooking the instructional and social goals of the learning environment. In this systematic review, we draw on the usefulness framework from the field of computer-supported collaborative learning to examine 24 empirical studies on the use of GenAI chatbots in language learning classrooms published between 2022 and 2025. By tracing how educators are using GenAI chatbots in language learning classrooms, we identify (1) the technological, pedagogical, and social...

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Tipo: libro

Metodología: propuesta didáctica

Temas: inteligencia artificial

Resumen:

Manual introductorio sobre el papel de las herramientas de IA conversacional en la enseñanza, el aprendizaje y la evaluación. Tras una panorámica de sus propiedades, su terminología y sus implicaciones éticas, ofrece estrategias para diseñar evaluaciones que favorezcan un uso provechoso de la IA sin fomentar la dependencia ni la deshonestidad; generar ejemplos para que el alumnado los critique; usar el chatbot como coinstructor, tutor, guía, compañero de debate o de lluvia de ideas; y crear contenidos, programaciones y opciones de accesibilidad.

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Tipo: artículo

Metodología: propuesta didáctica

Temas: chatbots

Resumen:

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Los autores relatan un curso completo integrando chatbots de IA diseñados a medida en clases iniciales de alemán y japonés en Dickinson College, como alternativa a los cuadernos de ejercicios en línea.

El artículo ofrece pautas prácticas para redactar las instrucciones del sistema —longitud de las respuestas, control del vocabulario, rol instruccional, marcado para ejercicios estructurados— y compara plataformas: interfaces web gratuitas (ChatGPT, Gemini, Claude), servicios freemium (Gliglish, Mizou, SchoolAI) y soluciones autoalojadas por API, con cálculo de costes. Recoge la respuesta positiva del alumnado y las limitaciones observadas: corrección de errores inconsistente y...

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