Bibliografía sobre IA y ELE

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación estudio empírico

Resumen:

Early prediction of students' primary school academic performance is crucial for planning timely interventions for those expected to struggle. Random Forest, Gradient Boosting, and Extra Trees AI techniques were used to study 2549 first graders to predict end-of-year academic performance and identify critical predictors for targeted interventions. The Extra Trees model used EPIS (Empresários pela Inclusão Social) screening to yield high F1 scores above 99.7 %, accurately identifying passing and failing students. Out of 142 variables, the top ten strongest predictors of academic success were categorized into three areas: 1) teacher perceptions of cognitive function, particularly attention (...

Enhancing language learning through generative AI feedback on picture-cued writing tasks

Yipeng Zhuang, Ruibin Zhao, ZhiWei Xie (2025)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas:
IA y enseñanza-aprendizaje de lenguas IA y evaluación modelos de lenguaje (LLM) estudio empírico

Resumen:

Generative AI (GAI) is transforming education, despite its widespread use, its role in supporting student learning remains underexplored, and how to effectively leverage GAI for educational purposes is still unclear. This study focuses on enhancing language learning through GAI, specifically in picture-cued writing tasks, where students describe life scenarios depicted in pictures through text. A Generative AI-assisted language learning system was developed, powered by fine-tuned multimodal Large Language Models (LLMs), designed to evaluate students' textual descriptions in relation to corresponding images and provide adaptive feedback. A lot of middle school students participated in the...

Are pre-service teachers ready to teach the Alpha generation? The impact of pre-service teachers' ChatGPT literacy levels on behavioral intentions toward ChatGPT-4.0

Eylem Kılıç, Firas Almasri, H. Eray Çelik (2025)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas:
chatGPT estudio empírico

Resumen:

This study seeks to enhance our understanding of how pre-service teachers working with the Alpha Generation (PSTAG) interact with the Technology Acceptance Model (TAM) in the context of ChatGPT. It specifically examines their perceptions of ease of use (PEOU), perceived usefulness (PU), and behavioral intention (BI) toward ChatGPT-4o, utilizing an extended version of the TAM. The survey method was used, and 450 PSTAG participated in the current study. Data were collected through a survey including the ChatGPT literacy scale (ChatGPT-LS) and TAM to determine PSTAG's ChatGPT-4o literacy level and its relationship with PEOU, PU, and BI. Thirteen hypotheses are developed to test the proposed...

From knowledge gaps to learning opportunities: Leveraging student questions and dual use of generative AI to support student learning at scale

Stanislav Pozdniakov, Jonathan Brazil, Oleksandra Poquet (2026)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas:
modelos de lenguaje (LLM) IA y creación de materiales IA y aprendizaje estudio empírico

Resumen:

University courses with hundreds of students have become common, particularly during early years of university studies. The sheer scale of these courses limits traditional instruction, shifting it towards a one-to-many mode of delivery. This shift reduces student–instructor interaction and tailored instructor feedback which are crucial for student success. Automated feedback systems allow scaling feedback, but they often reduce instructor contributions to student learning. This paper investigates how emerging technologies can support, rather than replace, instructors in tailoring their teaching and feedback to identify and correct student knowledge gaps at scale. To address this challenge,...

Optimizing automated scoring in ILSAs with prompt compression

Ji Yoon Jung, Ummugul Bezirhan, Matthias von Davier (2026)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas:
IA y evaluación modelos de lenguaje (LLM) prompts estudio empírico

Resumen:

Automated scoring (AS) has become increasingly prevalent in educational measurement. However, applying it to international reading assessments remains challenging, particularly due to the length and complexity of the required prompting, driven by the need to include lengthy reading passages and detailed scoring guides. Processing these lengthy inputs results in high computational costs and may impede the performance of large language models (LLMs). This study explored the potential of optimizing AS with prompt compression using OpenAI's LLM, GPT-4o. Our results show that prompt compression significantly reduces the length of reading passages and scoring guides while maintaining their...

Artificial Intelligence in English as a foreign language learning: A systematic review of technologies, tools, and their impacts

William Ko-Wai Tang, Xue-Ying Zhang (2026)

Detalles Cerrar ✕

Tipo: artículo

Metodología: revisión bibliográfica

Temas:
IA y enseñanza-aprendizaje de lenguas revisión de bibliografía

Resumen:

This study undertook a thorough systematic review of the existing literature on artificial intelligence (AI) technologies and AI-based tools for English as a foreign language (EFL) learning and explored the current research state with the goal of identifying areas for enhancement to optimize language learning for EFL learners. A qualitative research method (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) was adopted and three steps were conducted to guide the review. This study examined 708 articles published from 2019 to 2024 and retained 103 in total. The findings show steady increase in literature between 2019 and 2024, predominantly centred on higher education...

Conversational AI as a catalyst for informal learning: An empirical large-scale study on LLM use in everyday learning

Nađa Terzimehić, Babette Bühler, Enkelejda Kasneci (2026)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas:
chatbots IA y aprendizaje estudio empírico

Resumen:

Large language models have not only captivated the public imagination but have also sparked a profound rethinking of how we learn. In the third year following the breakthrough launch of ChatGPT, everyday informal learning has been transformed as these novel tools become easily and widely available. Who is embracing LLMs for self-directed learning, and who remains hesitant? What are their reasons for adoption or avoidance? What learning patterns emerge with this novel technological landscape? We present an in-depth analysis from a large-scale survey of 776 German participants, showcasing that 88% of our respondents already incorporate LLMs into their everyday learning routines for a wide...

Assessing ChatGPT-generated comments for video-based learning content to enhance knowledge and emotional support based on scaffolding theory

Jiaqi Wang, Yegang Du, Qun Jin (2026)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas:
análisis de producción de IA chatGPT prompts IA y creación de materiales

Resumen:

With the rise of Generative Artificial Intelligence (GenAI), tools such as ChatGPT have shown great potential in enhancing online learning. However, existing applications in video-based learning remain limited, as they typically require learners to pause or switch interfaces to access AI support, disrupting learning continuity. To address this challenge, this study proposes a framework that utilizes ChatGPT to generate comments for an individual learner (i-Comments), displayed as scrolling text over educational videos, providing both knowledge and emotional support based on scaffolding theory. The present study evaluates the framework's generation capabilities to gain empirical insight that...

The use of a personalized learning approach to implementing self-regulated online learning

Thanyaluck Ingkavara, Patcharin Panjaburee, Niwat Srisawasdi (2022)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas:
IA y aprendizaje estudio empírico

Resumen:

Nowadays, students are encouraged to learn via online learning systems to promote students' autonomy. Scholars have found that students' self-regulated actions impact their academic success in an online learning environment. However, because traditional online learning systems cannot personalize feedback to the student's personality, most students have less chance to obtain helpful suggestions for enhancing their knowledge linked to their learning problems. This paper incorporated self-regulated online learning in the Physics classroom and used a personalized learning approach to help students receive proper learning paths and material corresponding to their learning preferences. This study...

Are deeper reflectors better goal-setters? AI-empowered analytics of reflective writing in pharmaceutical education

Yuheng Li, Mladen Raković, Wei Dai (2023)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación estudio empírico

Resumen:

Reflection and goal-setting are interrelated processes in well-established educational theories to promote in-depth self-reflection and self-regulated learning. Prior studies have considered reflection to be an important antecedent for meaningful goal-setting. Yet, there lacks empirical evidence to shed light on how students' abilities to reflect inform their abilities to set goals. Hence, in the present study, we aimed to quantify the connection between students' retrospective reflection and their subsequent goal-setting, and derive more in-depth insights to benefit educators in their teaching to promote deeper reflection, more specific goal-setting and better self-regulation. To this end...