Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

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This meta-analysis examines the efficacy of generative artificial intelligence (GenAI) in second language acquisition within self-directed, out-of-classroom informal contexts. A total of 15 studies meeting the inclusion criteria were identified that examined the impact of GenAI on second-language proficiency, motivation, and self-regulation. GenAI was shown to have significant effects on English proficiency and self-regulation, demonstrating its versatility in enhancing language learning outcomes. However, GenAI failed to show significant effects on learning motivation, and based on this finding we highlight the need to develop measures of motivation that are suitable for GenAI in education...

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Tipo: artículo

Metodología: trabajo teórico

Temas: factores afectivos

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El presente artículo analiza el artículo de Su Yn Hsieh titulado "La vulnerabilidad de la propia imagen y la Búsqueda de la perfección lingüística. Condicionamientos de la participación oral de los estudiantes taiwaneses en clases de ELE" y comenta algunas consideraciones pedagógicas.

This article examines the article "The Vulnerability of Self-Image" and "Searching for linguistic excellence". Principal determinants of Taiwanese student's frequency of Spanish oral usage in the classroom" by Su Yn Hsieh and coments some pedagogical considerations.

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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Since their release in late 2022, generative AI (genAI) tools have led to widespread use, including among teachers. The aim of our study is to examine several factors that may be implicated in teachers' motivation and engagement to harness genAI in teaching and learning. We examined contextual (i.e., autonomy-supportive leadership, autonomy-thwarting leadership), occupational experience (i.e., professional growth striving, change-related stress), and background factors (i.e., gender, age, teaching experience, contract length, class size, school level) as predictors of motivation (i.e., genAI valuing) and, in turn, engagement (i.e., integration in teaching-related work and student learning...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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Retaining learner engagement is a major challenge in online learning environments, which is even more intensified with learning spaces increasingly built by combining resources from multiple independent sources. Narrative-centric learning experience has been found to improve learner engagement by several researchers. Towards this end, we propose an AI-based approach that generates auxiliary learning content called narrative fragments which are interspersed into the learning pathways to create interactive learning narratives. The proposed approach consists of the automatic generation of two types of narrative fragments– overviews of the learning pathway segments and reflection...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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Teacher corrective feedback (TCF) plays a vital role in second language (L2) learning. Recent studies have examined feedback provided by both human teachers and large language models (LLMs). However, little is known about how students' trust differs toward scaffolded corrective feedback (SCF)—that is, feedback that incrementally progresses from indirect to direct during interaction—when it is provided by an LLM such as ChatGPT versus a language teacher. To address this gap, this study compared the effects of SCF, delivered by language teachers and ChatGPT, on L2 learning outcomes and student trust. Using a mixed-methods design, 40 lower-intermediate Iranian learners of English as a foreign...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

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The rapid development of generative artificial intelligence (GenAI) technologies has revolutionized higher education, enhancing personalized learning and teaching practices. This study conducts a systematic review and meta-analysis to investigate the effects of GenAI on university students' motivation and engagement (cognitive, behavioural, emotional, and agency). By synthesizing experimental studies and applying association rule mining, the study (i) identifies significant positive impacts of GenAI on students' motivation and engagement across diverse educational settings. (ii) key moderating variables, such as subject category, learning strategy, and context of GenAI usage, are shown to...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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The learning process depends on the nature of the learning environment, particularly in the case of open-ended learning environments, where the learning process is considered to be non-linear. In this paper, we report on the findings of employing a multimodal Hidden Markov Model (HMM) based methodology to investigate the temporal learning processes of two types of learners that have learning gains and a type that does not have learning gains in an open-ended collaborative learning activity. Considering log data, speech behavior, affective states and gaze patterns, we find that all learners start from a similar state of non-productivity, but once out of it they are unlikely to fall back into...

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Tipo: artículo

Metodología: estudio empírico

Temas: análisis de errores

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Este estudio explora las características y dificultades que afrontan los estudiantes belgas francófonos en el aprendizaje del castellano como lengua extranjera en la Universidad de Mons (UMONS). A través de un estudio de caso que combina una encuesta a 27 estudiantes y una entrevista a un miembro del claustre, se ofrece un enfoque aproximativo sobre el perfil de este alumnado, sus motivaciones y los principales retos a los que se enfrenta. Los resultados revelan que, si bien existen dificultades y errores comunes al colectivo francófono, los estudiantes belgas presentan particularidades, principalmente debidas a razones socioculturales. Se presenta un compendio de las problemáticas más...

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Tipo: artículo

Metodología: estudio empírico

Temas: migración y acogida

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Aunque el concepto de ‘identidad’ ha estado en el centro del debate sobre el aprendizaje de una L2, su disociación de la capacidad de decisión de los sujetos (‘agentividad’) tiene el efecto de simplificar aquella en exceso y permite una conceptualización no problemática del proceso de enseñanza-aprendizaje de la L2. A partir de datos obtenidos de cuestionarios administrados a inmigrantes adultos procedentes de Rumanía, Marruecos, Guinea Ecuatorial y otros países del Africa subsahariana que viven en Madrid, se sugiere que el concepto de ‘agentividad’ es crucial en cualquier reflexión antropológica sobre el aprendizaje de una segunda lengua ya que subyace a la identidad y la motivación...

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Tipo: artículo

Metodología: estudio empírico

Temas: vocabulario

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El presente estudio analizó el vocabulario emocional en la producción oral de un grupo de adultos inmigrantes aprendientes de español. Los principales resultados fueron los siguientes: (a) casi un tercio del discurso de estos informantes estuvo constituido por palabras emocionales, especialmente positivas; (b) el tiempo de residencia en España correlacionó positivamente con la cantidad de tokens y types totales y léxicos, y con el número de tokens emocionales negativos; (c) los informantes más jóvenes alcanzaron un mayor grado de precisión lingüística; (d) una mayor competencia comunicativa en la lengua meta influyó positivamente en la producción de palabras emocionales.

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