herramientas

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

The role of generative artificial intelligence (AI) in education has expanded significantly over recent years. AI-based text generators such as ChatGPT provide an accessible and effective tool for learners, particularly in academic writing. While revision is considered an essential part of both individual and collaborative writing, research on the revision of AI-generated texts remains limited. However, with the growing adoption of generative AI in education, learners’ ability to effectively revise AI-generated content is likely to become increasingly important in the future. The aim of this study was to investigate whether learners exhibit different revision behaviors when presented with...

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

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...

Teacher feedback and ChatGPT feedback on Chinese university EFL learners’ English essay revision: A mixed-methods study

Feifei Han, Zehua Wang (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Adopting mixed methods, the study compared teacher feedback and ChatGPT feedback on 35 Chinese university EFL learners’ essay revision, their Perceived Usefulness (PU) and Perceived Ease of Use (PEOU) and their perceived benefits and drawbacks of the feedback. Students wrote two English essays and received writing feedback from their English teacher and ChatGPT respectively. They revised one essay using teacher feedback and another using ChatGPT feedback. Upon revision, students responded to a 5-point Likert-scale questionnaire regarding PU and PEOU of the two types of feedback. The results showed that students obtained significantly higher scores on the revised essays using ChatGPT...

Teachers' and students' perceptions of AI-generated concept explanations: Implications for integrating generative AI in computer science education

Soohwan Lee, Ki-Sang Song (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

The educational application of Generative AI (GAI) has garnered significant interest, sparking discussions about the pedagogical value of GAI-generated content. This study investigates the perceived effectiveness of concept explanations produced by GAI compared to those created by human teachers, focusing on programming concepts of sequence, selection, and iteration. The research also explores teachers' and students' ability to discern the source of these explanations. Participants included 11 teachers and 70 sixth-grade students who were presented with concept explanations created or generated by teachers and ChatGPT. They were asked to evaluate the helpfulness of the explanations and...

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...

ChatGPT effects on cognitive skills of undergraduate students: Receiving instant responses from AI-based conversational large language models (LLMs)

Harry Barton Essel, Dimitrios Vlachopoulos, Albert Benjamin Essuman (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This study investigated the impact of using ChatGPT, a state-of-the-art generative AI-based model, on the critical, creative, and reflective thinking skills of university students in Ghana. The study utilized a mixed-methods research approach, incorporating quantitative and qualitative data collection instruments, and an experimental procedure with a pretest-posttest control group. The study ultimately enlisted a sample of 125 students randomly allocated to either the experiment group (60 students) or the control group (65 students). The research was conducted in the context of a Research Methodology course, which had adopted the flipped classroom approach. The students in the experiment...

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

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...

Students’ use of large language models in engineering education: A case study on technology acceptance, perceptions, efficacy, and detection chances

Margherita Bernabei, Silvia Colabianchi, Andrea Falegnami (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

The accessibility of advanced Artificial Intelligence-based tools, like ChatGPT, has made Large Language Models (LLMs) readily available to students. These LLMs can generate original written content to assist students in their academic assessments. With the rapid adoption of LLMs, exemplified by the popularity of OpenAI's ChatGPT, there is a growing need to explore their application in education. Few studies examine students' use of LLMs as learning tools. This paper focuses on the application of ChatGPT in engineering higher education through an in-depth case study. It investigates whether engineering students can generate high-quality university essays with LLMs assistance, whether...

Exploring student and teacher perceptions of ChatGPT use in higher education: A Q-Methodology study

Alma S. Espartinez (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This study examined and categorized the views of students and teachers in Philippine Higher Education Institutions (HEIs) and correlated those with similar patterns of views regarding ChatGPT usage. While previous studies explored ChatGPT's risks and benefits, a significant gap remains in understanding how college students and educators perceive this technology for its culturally relevant and equitable integration into teaching and learning. Using Q-Methodology, 27 participants (15 students and 12 professors) were surveyed, interviewed, and invited to rank-order 36 statements about using ChatGPT. Three factors emerged from using factor analysis: Ethical Tech Guardians, Balanced Pedagogy...

Notas sobre la entonación y su didáctica en el aula de ELE: problemas y métodos

Noelia Ruano Piqueras (2025)

Doblele. Revista de lengua y literatura

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Tipo: artículo

Metodología: propuesta didáctica

Temas: prosodia

Resumen:

El presente trabajo analiza la importancia de la entonación en la enseñanza del español como lengua extranjera (ELE), subrayando su papel esencial en el desarrollo de la competencia comunicativa. A pesar de su relevancia, la entonación continúa siendo un aspecto descuidado en la didáctica del ELE, principalmente por la escasez de materiales específicos, la limitada formación del profesorado y la ausencia de modelos pedagógicos estructurados. Ante esta situación, proponemos un enfoque funcional e interactivo centrado en la conversación coloquial, utilizando herramientas tecnológicas como Praat para el análisis de patrones melódicos auténticos. Esta metodología favorece una percepción y...