Bibliografía sobre IA y ELE

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y aprendizaje estudio empírico

Resumen:

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Compared to traditional classroom learning, success in online learning tends to depend more on the learner’s skill to self-regulate. Self-regulation is a complex meta-cognitive skill set that can be acquired. This study explores the effectiveness of a virtual learning assistant in terms of (a) developmental, (b) general compensatory, and (c) differential compensatory effects on learners’ self-regulatory skills in a sample of N = 157 online learners using an experimental intervention-control group design. Methods employed include behavioural trace data as well as self-reporting measures. Participants provided demographic information and responded to a 24-item self-regulation...

Improving EFL students’ cultural awareness: Reframing moral dilemmatic stories with ChatGPT

Yangsheng (Danson) Zheng, Nicola Stewart (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y enseñanza-aprendizaje de lenguas IA y creación de materiales chatGPT prompts

Resumen:

Classroom teachers are usually responsible for creating materials to meet students' needs and course requirements. The arrival of generative AI, such as ChatGPT, offers EFL teachers an opportunity to regularly collaborate with AI chatbots to create new source materials. The writing experiments in this study considered how to effectively and ethically work with generative AI to produce culturally appropriate EFL teaching materials. The experiments involved co-producing moral dilemmatic stories with ChatGPT to support a new Chinese EFL curriculum unit on “Morals and Virtues”. We draw on Lo's (2023a, 2023b) CLEAR framework for prompt engineering to generate appropriate stimulus materials. We...

Diverging perceptions of artificial intelligence in higher education: A comparison of student and public assessments on risks and damages of academic performance prediction in Germany

Marco Lünich, Birte Keller, Frank Marcinkowski (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas:
ética de la IA estudio empírico

Resumen:

The integration of Artificial Intelligence (AI) into higher education, particularly through Academic Performance Prediction (APP), promises enhanced educational outcomes. However, it simultaneously raises concerns regarding data privacy, potential biases, and broader socio-technical implications. Our study, focusing on Germany–a pivotal player in shaping the European Union's AI policies–seeks to understand prevailing perceptions of APP among students and the general public. Initial findings of a large standardized online survey suggest a divergence in perceptions: While students, in comparison to the general population, do not attribute a higher risk to APP in a general risk assessment,...

“ChatGPT is the companion, not enemies”: EFL learners’ perceptions and experiences in using ChatGPT for feedback in writing

Mark Feng Teng (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y enseñanza-aprendizaje de lenguas chatGPT IA y evaluación estudio empírico

Resumen:

The present research was to bridge a research gap in comprehensively understanding students’ perceptions and experiences in utilizing ChatGPT for their writing process in English as a foreign language (EFL) context. The participants were 45 EFL learners in Macau. The study aimed to explore the potential impact of ChatGPT on writing, as well as their perceptions and experiences of ChatGPT in generating feedback for writing. A mixed-methods approach was employed, with quantitative data collected from a questionnaire and qualitative insights drawn from interviews conducted after a semester-long writing course. The findings supported the significant positive effects of AI assistance on writing...

Pre-service teachers preparedness for AI-integrated education: An investigation from perceptions, capabilities, and teachers’ identity changes

Lihang Guan, Yue Zhang, Mingyue Michelle Gu (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación estudio empírico

Resumen:

Artificial intelligence (AI) has provided numerous learning benefits due to and beyond its personalization capabilities. AI significantly alters the interaction dynamics among students, teachers, and technology, necessitating the collaborative integration of AI in education instead of mere mechanical use. This study investigates pre-service teachers' perceptions and capabilities within the framework of social cognitive theory, focusing on their attitudes, intentions, self-efficacy, and AI literacy for effective AI integration. We discuss how these perceptions and capabilities help pre-service teachers prepare for the changing identities of being a teacher in AI-integrated education....

Extending the technology acceptance model: The role of subjective norms, ethics, and trust in AI tool adoption among students

Rochman Hadi Mustofa, Trian Gigih Kuncoro, Dwi Atmono (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación ética de la IA estudio empírico

Resumen:

This study extends the Technology Acceptance Model (TAM) to investigate the adoption of AI tools among university students, incorporating Ethics and Trust as moderating variables and Subjective Norms as a quadratic variable. Structural Equation Modeling (SEM) on a sample of 437 students’ reveals that Perceived Usefulness (PU) significantly influences Attitude Toward Using (ATU), while Perceived Ease of Use (PU) significantly influences Attitude Toward Using (ATU), while Perceived Ease of Use (PEoU) does not, suggesting familiarity with technology reduces the role of ease of use. Ethics positively impacts ATU, highlighting its importance in shaping attitudes. However, Ethics and Trust do not...

Understanding AI adoption among secondary education teachers: A pls-sem approach

Marta López-Costa, Belén Donate-Beby, Natividad Cabrera-Lanzo (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación estudio empírico

Resumen:

This study investigates the factors influencing the adoption of Artificial Intelligence (AI) by secondary school teachers in Catalonia. Using a Partial Least Squares Structural Equation Modelling (PLS-SEM) methodology, a conceptual model was analyzed that includes AI perception, AI knowledge, General data use, Applied data use, and STEM training as predictors of AI adoption. The results reveal that AI knowledge (β = .482, p < .001) and General data use (β = .288, p = .001) are the most significant and positive predictors of AI adoption. In contrast, AI perception shows a weak but statistically significant negative relationship (β = -.105, p = .022), while applied data use and STEM...

Mediating and moderating roles of AI literacy: How it shapes the impacts of psychological resilience on work stress and job burnout among young university teachers in China

Weiwei Yin, Guofang Ren, Guowei Zhang (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación estudio empírico

Resumen:

In the current context of China's higher education, work stress is a frequent challenge for young university teachers, often co-occurring with job burnout. This is a significant issue that is associated with both their teaching effectiveness and their career development. The purpose of this study is to explore the mediating roles of AI literacy and psychological resilience in the relationship between work stress and job burnout among young university teachers, as well as how AI literacy moderates the associations among work stress, psychological resilience, and job burnout of these young teachers. A nationwide survey was conducted, involving 411 university teachers. The main findings are as...

A systematic literature review of generative artificial intelligence (GenAI) literacy in schools

Joonhyeong Park (2025)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas:
IA y educación revisión de bibliografía

Resumen:

Given the rapid integration of generative artificial intelligence (GenAI) technologies, such as large language models, into educational contexts, fostering students’ GenAI literacy has become essential. However, previous AI literacy frameworks may inadequately reflect specific competencies necessary for proficient GenAI use. To address this gap, this study aimed to conceptualise a GenAI specific literacy framework tailored explicitly for educational settings and systematically examine recent research trends concerning GenAI literacy. Employing a systematic literature review approach, 51 empirical studies published in 2023 and 2024 were selected and analysed based on five identified...

Stretching AI's reach: Assessing an AI-driven feedback system for extended academic writing

Jim Lo, Christy Wong, Agnes Ng (2026)

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Tipo: artículo

Metodología: estudio empírico

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

Resumen:

Advances in large language models (LLMs) enable timely and scalable writing evaluation. Previous research has shown that LLM-driven conversational systems, such as ChatGPT, can provide feedback on short essays. However, it is unclear whether AI can effectively evaluate more demanding genres. This study investigates a custom-built writing feedback system developed at a Hong Kong university that uses OpenAI's GPT-4 Turbo (0125-preview) to provide rubric-based feedback on a 1500-word academic report. Guided by a detailed, rubric-aligned prompt, the system generated 333 feedback items from 37 undergraduates, which were analysed for accuracy, tone, and inclusion of examples. The analysis showed...