Tipo: artículo

Metodología: revisión bibliográfica

Temas: lexicografía

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Panorama de los diccionarios monolingües y bilingües de español disponibles en Internet y utilizables en la clase de ELE, ordenado a partir de las características que cabe exigir a un buen diccionario.

El autor insiste en el papel del profesor como filtro de las obras que consulta el estudiante: sin esa mediación, el aprendiz corre el riesgo de tomar como buenas informaciones imprecisas. El trabajo se enmarca en el proyecto Diccionario histórico del español moderno de la ciencia y de la técnica del grupo NEOLCYT y parte de los materiales recopilados para la asignatura «La enseñanza del léxico en el aula de ELE» del máster...

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Tipo: artículo

Metodología: trabajo teórico

Temas: gramática

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Artículo sobre la enseñanza de la gramática en la formación del profesorado de ELE. Repasa la evolución de las tendencias teóricas y metodológicas en la enseñanza de lenguas, del énfasis en la estructura gramatical —el sistema— a las orientaciones centradas en la competencia comunicativa —el uso—, y sitúa en ese marco la importancia que adquiere la variación lingüística.

El cambio de paradigma teórico trae consigo, según el autor, una evolución metodológica: las tecnologías de la información y la comunicación se presentan como herramientas útiles para que el docente favorezca la motivación y la autonomía del alumno en el trabajo con la gramática.

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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The release of ChatGPT in November 2022 has sparked discussions about integrating Generative Artificial Intelligence (GenAI) into teacher education. Teacher educators, as key facilitators of pre-service teachers, play a critical role in determining the successful adoption of GenAI. Their perceptions guide curriculum redesign, define best practices, and shape pre-service teachers’ experiences with GenAI, potentially multiplying its impact across future classrooms. This mixed-methods study explored Danish teacher educators’ perceptions of GenAI (n = 91), focusing on its transformative potential, challenges, and the knowledge pre-service teachers need to acquire. The study employed innovative methods, including GenAI-enhanced...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

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Despite widespread acknowledgement of the significance of critical thinking skills for success in today's job market, higher education institutions face challenges in effectively nurturing these skills in students. Educational policies, reports, and employer demands emphasise the importance of critical thinking, yet a gap remains between its recognised value and the actual proficiency levels among university students. This study employs a systematic literature review approach to address a research question, "What is the impact of Generative AI on the critical thinking skills of undergraduates?" About half of the thirty selected papers suggest that Generative AI benefits undergraduate critical...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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The aim of this study is to uncover how students’ practices of writing in higher education are being impacted by ChatGPT. The use of ChatGPT and other generative AI needs to be set in the context of a longer-term process of the digitisation of writing, where many tools are being employed by students to support writing because it is a complex iterative process. Generative AI appears to have had a large impact on how students write, and we propose a model of generative AI literacy to assess their capabilities in doing so. Semi-structured interviews and observation data were collected at a British University with 23 students from diverse backgrounds, including the UK, USA, China, Japan, and Saudi Arabia....

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

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Generative AI (GenAI) challenges assessment validity by enabling students to complete tasks without demonstrating genuine capability. In response to this challenge, institutions have developed and implemented various approaches that aim to communicate permissible AI use to students. Familiar examples include the ‘traffic light’ approach now commonly found within institutional policy. While well-intentioned, these approaches share a common limitation: They focus primarily on communicating rules rather than redesigning assessment mechanics. To clarify why such approaches fail, and to guide more effective responses, this paper introduces a novel conceptual distinction between discursive changes...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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While Artificial Intelligence in Education (AIED) research has at its core the desire to support student learning, experience from other AI domains suggest that such ethical intentions are not by themselves sufficient. There is also the need to consider explicitly issues such as fairness, accountability, transparency, bias, autonomy, agency, and inclusion. At a more general level, there is also a need to differentiate between doing ethical things and doing things ethically, to understand and to make pedagogical choices that are ethical, and to account for the ever-present possibility of unintended consequences. However, addressing these and related questions is far from trivial. As a first...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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The rapid adoption of generative artificial intelligence (GenAI) technologies in higher education has raised concerns about academic integrity, assessment practices and student learning. Banning or blocking GenAI tools has proven ineffective, and punitive approaches ignore the potential benefits of these technologies. As a result, assessment reform has become a pressing topic in the GenAI era. This paper presents the findings of a pilot study conducted at British University Vietnam exploring the implementation of the Artificial Intelligence Assessment Scale (AIAS), a flexible framework for incorporating GenAI into educational assessments. The AIAS consists of five levels, ranging from “no AI” to “...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

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Personalised learning models can assist students in meeting their unique requirements and objectives for expanding their knowledge, perspective, abilities, and understanding of the educational system. With the advancement of artificial intelligence, technological integration has the potential to play a critical role in personalising the learning experience. This work attempts a systematic review that examines the influence of personalised learning enabled by artificial intelligence on the educational system. The review synthesises the latest research literature (January 2015–June 2025) and includes a total of 125 studies that achieved our inclusion criteria to demonstrate how technology...

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

Resumen:

Artículo de posición que pide a las universidades desactivar los detectores de texto generado por IA. Los autores reúnen los argumentos en contra: su falta de fiabilidad, el sesgo contra quienes escriben en inglés como segunda lengua (que a menudo usan correctores como Grammarly y ven su trabajo marcado como IA), la carrera perdida frente a las herramientas pensadas para burlarlos, la desconfianza que generan entre estudiantes y profesores y la contradicción de prohibir en la universidad unas herramientas que ya forman parte del trabajo cotidiano.

Recuerdan que varias universidades británicas, irlandesas y estadounidenses ya han renunciado a la detección, y proponen en su lugar integrar la IA en el aprendizaje: tareas en las que el alumnado parta de borradores generados para...

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