Tipo: artículo

Metodología: propuesta didáctica

Temas: comprensión lectora

Resumen:

Traslada al aula de segundas lenguas la teoría de los esquemas: la comprensión lectora resulta de la interacción entre el texto y el conocimiento previo del lector, organizado en esquemas de contenido (lo que se sabe del mundo y de la cultura) y esquemas formales (lo que se sabe de cómo están construidos los textos).

Consecuencias didácticas: buena parte de las dificultades de lectura en L2 no son de vocabulario ni de sintaxis, sino de esquemas ausentes o culturalmente ajenos. La autora propone procedimientos de activación y de construcción de esquemas previos a la lectura y ejercicios centrados en la organización retórica del texto.

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: traducción automática

Resumen:

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Although use of machine translation (MT) technologies by learners may seem like a relatively new issue in foreign language (FL) education, researchers have been investigating connections between MT tools and FL teaching and learning for more than three decades, years before learners had access to free online services such as Google Translate. This literature review summarizes this rapidly expanding research domain both chronologically and thematically, identifying key concepts, insights, and findings and mapping them onto a framework inspired by questions commonly asked by both researchers and practitioners: How do learners use MT tools? What do instructors and learners think about MT? How...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

Resumen:

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Recent technological advances in artificial intelligence (AI) have paved the way for improved and in many cases the creation of entirely new and innovative, electronic writing tools. These writing support systems assist during and after the writing process making them indispensable to many writers in general and to students in particular who can get human-like sentence completion suggestions and text generation. Although the wide adoption of these tools by students has been faced with a steady growth of scientific publications in the field, the results of these studies are often contradictory and their validity may be questioned. To gain a deeper understanding of the validity of AI-powered writing...

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Tipo: artículo

Metodología: experiencia práctica

Temas: inteligencia artificial

Resumen:

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Las autoras parten de una constatación: cuando se pregunta al alumnado de lenguas dónde practica la expresión oral fuera de clase, la respuesta habitual es «en ningún sitio». El artículo analiza esa carencia, especialmente aguda en la enseñanza en línea y en entornos distribuidos con dificultades de horarios y husos horarios, y expone las reflexiones pedagógicas que deberían guiar el diseño y desarrollo de herramientas de práctica oral basadas en inteligencia artificial, a partir de su experiencia desarrollando un asistente propio para cursos de alemán y francés.

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

Swain’s (1985, 1995, 2000) output hypothesis states that language production is facilitative of second language (L2) learning. An important component of the output hypothesis involves pushing learners to produce appropriate, accurate, and complex language (Swain, 1993), which may occur when interlocutors provide learners with negative feedback. When learners modify their previous utterances in response to negative feedback, learning opportunities are created by both the provision of negative feedback and the production of modified output. Consequently, it is difficult to determine how these interactional features—alone or in combination—positively impact L2 development. The current study examines the impact of negative feedback and learners’ responses on English as a second language (ESL) question development, which is operationalized...

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

Resumen:

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Prompt literacy signifies a major leap in education, offering a potent tool to interact with generative AI systems. As an emerging necessity in the 21st century and beyond, it encompasses the formulation, interpretation, and analysis of AI prompts. Poised to be foundational for all future generations, this discourse brings to light its emergence in parallel with generative AI and its transformative role in pedagogical contexts for the coming decades and beyond.

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

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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: estudio empírico

Temas: study abroad/estudios en el extranjero

Resumen:

Compara el desarrollo morfosintáctico y léxico de estudiantes universitarios estadounidenses de español según el contexto de aprendizaje: un semestre de estancia en el extranjero en Alicante frente a un semestre de aula en la universidad de origen.

Método: análisis de un corpus de entrevistas orales (OPI) antes y después, con medidas de complejidad sintáctica, corrección morfológica y riqueza y densidad léxicas. Resultado: los estudiantes de estancia aventajan a los de aula en variedad léxica y en narratividad, pero no en el desarrollo gramatical, donde el grupo de aula obtiene mejores resultados. El artículo forma parte del número monográfico de la revista dedicado al study abroad.

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

Resumen:

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This systematic review explores the efficacy of AI-driven chatbots in second language (L2) acquisition and examines their pedagogical implications. Synthesizing findings from 30 empirical studies published between 2020 and 2024, this review investigates the impact of chatbots use across core language skills, including speaking, writing, reading, listening, grammar, and vocabulary. Results indicate notable improvements in learners' productive and receptive skills, especially in speaking and writing, due to features such as real-time feedback, anxiety reduction, and increase practice opportunities. While reading and listening also showed positive outcomes, their development was often...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

This study examined the relationship between anxiety and native language skill and foreign language aptitude measures among 154 high school foreign language learners. Three levels of anxiety were identified using the Foreign Language Classroom Anxiety Scale or FLCAS (Horwitz, Horwitz, & Cope, 1986). Low Anxiety (LO-ANX) students were expected to have significantly stronger native language skills and foreign language aptitude than High Anxiety (HI-ANX) students and significantly higher foreign language grades. Findings showed overall significant differences among the groups on nine variables, including measures of native language phonology/orthography, semantics, and verbal memory; foreign language aptitude; eighth-grade English grade; and end-of-year foreign language grade. Discriminant analysis results showed that all test...

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