expresión escrita

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Artificial intelligence (AI) literacy is widely recognized as a new set of competencies that people use AI effectively and ethically in everyday life. In K-12 education, educators have started to employ different pedagogical strategies to foster students' AI literacy. Using digital story writing (DSW) in the classroom is an effective inquiry-based pedagogical approach to address literacy development by improving language and technological abilities across disciplines. This study recruited 82 primary students in Hong Kong to attend a three-month DSW journey to learn AI and completed a knowledge test at the end of the program. Among the students, 16 best-achieving students were further...

Diferencias significativas en el uso de marcadores discursivos entre hablantes nativos de español y aprendientes eslovenos de ELE

David Heredero Zorzo (2016)

Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas

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Tipo: artículo

Metodología: estudio empírico

Temas: marcadores discursivos

Resumen:

La retórica intercultural es una reciente evolución de la disciplina tradicionalmente conocida como retórica contrastiva que defiende que los aprendientes de lenguas extranjeras transfieren patrones retóricos de su lengua materna a la lengua meta. Su principal campo de investigación es la expresión escrita de este tipo de estudiantes. Así, son numerosos los estudios que se han centrado en el análisis de los marcadores discursivos empleados en ensayos escritos por estudiantes universitarios. En este trabajo se analizan las diferencias significativas aparecidas en el curso de una investigación sobre el uso de marcadores discursivos en un ensayo expositivo-argumentativo entre hablantes...

Engagements with GPT responses and learner prompts in ChatGPT-based learning of English argumentative writing logic and their impacts

Ruofei Zhang, Di Zou, Haoran Xie (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

ChatGPT can be defined as a chatbot powered by OpenAI's GPT language models, which has shown promise in improving English-as-a-foreign-language (EFL) writing knowledge and skills. However, its application to developing EFL argumentative writing logic remains largely unexplored, despite the importance of this area. Moreover, existing studies have highlighted deep learner engagement with ChatGPT-based learning but have not examined how engagement varies between two key components of this learning method: GPT responses (GPT's messages to learners) and learner prompts (learners' messages to GPT). To better understand the mechanisms and efficacy of ChatGPT-based learning for EFL argumentative...

Todo tiene un precio: ¿la tecnología mejora las habilidades escritas de los estudiantes?

Inna Kozlova, Stephen F. Hampshire (2015)

Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas

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Tipo: artículo

Metodología: trabajo teórico

Temas: traducción automática

Resumen:

This paper analyses Kent Fredholm’s “Online Translation Use in Spanish as a Foreign Language Essay Writing: Effects on Fluency, Complexity and Accuracy” and discusses whether the use of online translation technology such as Google Translate enhances students’ writing skills in a foreign language

Este trabajo analiza “Online Translation Use in Spanish as a Foreign Language Essay Writing: Effects on Fluency, Complexity and Accuracy” de Kent Fredholm y discute si las tecnologías de traducción automàtica en línea como Traductor de Google ayudan a los estudiantes a mejorar sus habilidades de expresión escrita en lengua extranjera.

Opportunities of natural language processing for comparative judgment assessment of essays

Michiel De Vrindt, Anaïs Tack, Wim Van den Noortgate (2025)

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

Resumen:

Comparative judgment (CJ) is an assessment method commonly used for assessing essay quality, where assessors compare pairs of essays and judge which essays are superior in quality. A psychometric model is used to convert judgments into quality scores. Although CJ yields reliable and valid scores, its widespread implementation in educational practice is hindered by its inefficiency and limited feedback capabilities. This conceptual study explores how Natural Language Processing (NLP) can address these limitations, drawing upon existing NLP techniques and the very limited research on their integration within CJ. More specifically, we argue that, at the start of the assessment, initial essay...

Coauthorship integrity: Reconceptualising assessment validity for the age of generative artificial intelligence

Mohsen Ebrahimzadeh, Antonette Shibani, Simon Buckingham Shum (2026)

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

Resumen:

We consider how a future of pervasive human/AI coauthorship challenges current notions of validity and academic integrity. Specifically, we address widespread concerns that in non-proctored contexts, students are using generative artificial intelligence (GenAI) to submit texts they do not understand. Adopting an assessment validity lens, we show how GenAI undermines the integrity of multiple forms of validity evidence, leading us to propose Coauthorship Integrity as a new conceptual source of validity evidence for addressing these threats. Coauthorship Integrity is violated when students submit AI-generated content that they do not understand. To hold students accountable in this regard, a...

La construcción del discurso académico en las lenguas extranjeras

María Cecilia Ainciburu (2012)

Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas

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Tipo: artículo

Metodología: trabajo teórico

Temas: español académico

Resumen:

Dentro de la Lingüística de Corpus Existen diversas líneas de investigación que abordan la descripción de textos de un determinado género a partir de un conjunto de rasgos lingüísticos. Es posible que estos estudios realizados sobre corpus nativos, dado que solo describen aspectos lingüísticos a nivel de la palabra, no logren dar una descripción integral de los corpus. Sin embargo, el estudio de la frecuencia de uso de los mismos rasgos en corpus no nativos tiene un potencial descriptivo y consecuencias didácticas diferentes. Este comentario busca abrir el trabajo de Genís y Orduna a la réplica sistemática y al seguimiento por medio de líneas de investigación complementarias que den una...

Exploring EAP students' perceptions of GenAI and traditional grammar-checking tools for language learning

Lucas Kohnke (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

The rapid development of generative artificial intelligence (GenAI) tools (e.g. ChatGPT) has elicited mixed reactions among English language instructors and learners. This study explores how first-year students in an English for Academic Purposes (EAP) course at a Hong Kong university perceive GenAI and traditional grammar-checking tools (e.g. Grammarly, MS Word). We employed a qualitative methodology grounded in the interpretivist paradigm, conducting semi-structured interviews with 14 students. The findings revealed the students perceived GenAI tools to be more comprehensive and authoritative, as they provide detailed explanations and contextual insights that enhance language proficiency...

Style, sentiment, and quality of undergraduate writing in the AI era: A cross-sectional and longitudinal analysis of 4,820 authentic empirical reports

Matthew H.C. Mak, Lukasz Walasek (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

As generative artificial intelligence (GenAI) becomes widespread in education, its influence on students' academic practice raises concern. We conducted pre-registered analyses of 4820 empirical reports authored by 2000 psychology undergraduates (2016–2025) to examine how ChatGPT's launch in November 2022 may influence the style, sentiment, and quality of students' writing. Following ChatGPT's release, prevalence of ChatGPT-associated lexical markers (e.g., delve, intricate) surged until 2024, then declined in 2025, possibly due to some students actively masking GenAI traces. Writing style (indexed by lexical diversity/density/sophistication, nominalisation, readability) became increasingly...

“Your argumentation is good”, says the AI vs humans – The role of feedback providers and personalised language for feedback effectiveness

Theresa Ruwe, Elisabeth Mayweg-Paus (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Argumentative writing is an important skill for (future) teachers, and this skill can be promoted with feedback. For such feedback to be effective, certain social and non-cognitive aspects must be considered. Building on this, our study investigated the influence of different feedback providers and language styles on learners’ motivation, emotions, self-efficacy, and perceptions about the provider and the feedback. A total of N = 98 German student teachers participated in the 3 (feedback provider: artificial intelligence (AI) vs educator vs peer) × 2 (feedback language: personalised vs neutral) experimental between-subjects design. Results showed that student teachers ascribed an AI,...