Tipo: artículo

Metodología: revisión bibliográfica

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

Resumen:

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The integration of artificial intelligence (AI) into language education is transforming pedagogical practices. This transformation is influenced by two distinct yet interconnected domains: the cognitive domain, encompassing AI literacy, and the affective domain, involving AI-induced emotions. However, the dynamic interplay between cognition and emotion in this context is a critical yet underexplored area of research. This study presents a systematic review, compliant with PRISMA guidelines, synthesizing findings from the Web of Science, Scopus, and ProQuest databases. The review delineates the specific characteristics of AI literacy and catalogues the range of emotions arising from AI use. To...

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y enseñanza-aprendizaje de lenguas chatbots estudio empírico

Resumen:

This mixed-methods study examined the impact of integrating generative artificial intelligence (GenAI) into English as a foreign language (EFL) writing classes on students’ writing performance and affective responses. Nearly 100 Chinese students from four parallel International English Language Testing System (IELTS) writing classes in a university foundation program participated in a 9-week trial, with half assigned to an experimental group and half to a control group. Both groups received theme-based instructions on IELTS Writing Task 2 through a three-stage writing process, while the experimental group also engaged with Kimi , a widely used GenAI chatbot in China, during and after class. Unlike previous studies, this research targeted lower-intermediate learners and aimed to offer a more nuanced understanding of GenAI’s role by...

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Tipo: artículo

Metodología: estudio empírico

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

Resumen:

The rapid integration of artificial intelligence (AI) into language education has transformed how learners manage and direct their learning processes. Despite the growing adoption of AI-assisted tools, empirical understanding of their psychological and behavioral impacts remains incomplete. This study investigated how engagement in AI-assisted language learning environments shapes learners’ self-regulation, autonomy, and self-directed learning behaviors. Drawing on self-determination theory and Zimmerman’s model of self-regulated learning, the research employed a quantitative design with data collected from 736 Chinese university students using validated questionnaires measuring AI engagement, self-regulation, self-directed learning, and learner autonomy. Structural equation modeling (SEM) and correlational analyses were conducted...

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y enseñanza-aprendizaje de lenguas ética de la IA estudio empírico

Resumen:

The integration of artificial intelligence (AI) writing tools in second language (L2) academic writing presents both opportunities and challenges for medical education. This study employed a SWOT (strengths–weaknesses–opportunities–threats) analysis to examine medical students’ perspectives on using AI writing tools in their academic writing practice. Forty-two medical students from a major Iranian university participated in the study, providing weekly reflections and a final SWOT analysis over a 15-week academic writing course. Thematic analysis revealed that AI writing tools offer significant strengths in linguistic skill development, particularly in academic vocabulary enhancement, sentence improvement, and grammar and proofreading. However, weaknesses such as over-reliance on AI, lack of contextual understanding, and occasional...

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y enseñanza-aprendizaje de lenguas estudio empírico

Resumen:

Teachers’ beliefs play a critical role in shaping how AI tools are interpreted and used in instruction, yet these beliefs have rarely been systematically assessed in university language teaching. This study aims to develop and validate a measurement instrument for assessing teachers’ beliefs about AI-assisted instruction, grounded in the Intelligent-Technological Pedagogical and Content Knowledge framework. A sequential, two-wave quantitative design was employed, with data from 508 teachers used for exploratory factor analysis (EFA), followed by confirmatory validation using an independent sample of 487 teachers. Data analyses were conducted using SPSS for EFA, AMOS for confirmatory factor analysis and Mplus for measurement invariance testing. The results supported a reliable five-factor belief structure: AI knowledge beliefs, AI...

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Tipo: artículo

Metodología: estudio empírico

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

Resumen:

This quasi-experimental mixed-methods study examined how ChatGPT-mediated rehearsal activities influence English as a second language (ESL) learners’oral proficiency and technology acceptance. Sixty-eight undergraduates were divided into artificial intelligence (AI)-assisted and teacher-led rehearsal groups over 16 weeks. Using repeated-measures analysis and thematic interviews, the results showed observable improvement in fluency and pronunciation among ChatGPT users (Hedges’ g = .72, p .01), while accuracy gains remained modest. Technology acceptance model analysis indicated that perceived usefulness and enjoyment were key predictors of engagement, aligning with sociocultural theory’s emphasis on scaffolding and self-regulation. Qualitative data revealed iterative feedback and reduced anxiety as mediating processes. The findings...

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Tipo: artículo

Metodología: estudio empírico

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

Resumen:

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The widespread availability of generative artificial intelligence tools has had a dramatic effect on language education, transforming how we think about and go about writing. This includes ‘multimodal composing’, which combines moving image, soundtrack, speech, and on-screen writing in digital communication. In this article, we focus on the potentials and pitfalls of generative artificial intelligence in a pedagogy of digital multimodal composing. The article aims to explore how the affordances and constraints of generative artificial intelligence tools powerfully shape the multimodal composing process in a way that enables or constrains individual agency, creativity, and criticality; and...

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y enseñanza-aprendizaje de lenguas estudio empírico

Resumen:

The acquisition of Chinese language skills presents significant challenges for non-native speakers, particularly in mastering tonal pronunciation and topic-prominent grammar structures. This study developed and evaluated an artificial intelligence driven (AI-driven) personalized learning system to enhance Chinese pronunciation and grammar skills among university students. Through a 16-week quasi-experimental study involving 60 undergraduate students in Thailand, we compared traditional classroom instruction with our AI system that provided real-time feedback, adaptive learning paths, and personalized practice opportunities. The experimental group utilizing the AI system demonstrated remarkable improvements compared to the control group across all tonal categories and grammatical structures. User satisfaction ratings were consistently...

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y enseñanza-aprendizaje de lenguas prompts estudio empírico

Resumen:

Model texts have been widely recognized as an effective feedback instrument in enhancing second-language (L2) writing. Recent advances in generative artificial intelligence (GenAI), capable of producing humanlike text in response to user prompts, offer an accessible and efficient alternative for generating customized model texts tailored to L2 learners’ specific goals and proficiency levels. Despite this potential, little empirical research has examined L2 students’ practice and perceptions of leveraging GenAI for model text creation to support their revision. To address this gap, this study follows a process approach to investigate students’ prompting strategies to elicit AI-generated model texts, their noticing and incorporation of the model text features, and their perceptions of this process. Data were collected from 12 university...

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Tipo: artículo

Metodología: estudio empírico

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

Resumen:

Artificial intelligence (AI) has taken the educational field by storm, offering unique affordances for addressing diverse learners’ needs, including those of English language learners (ELLs). Harnessing the pedagogical value of AI, however, largely depends on teachers’ preparedness to integrate the new technology effectively into teaching. Pedagogical integration of AI is especially important for pre-service teachers (PSTs), who often struggle to gain enough technological fluency for teaching ELLs due to limited teaching experience and minimal exposure to field-specific technology experimentation. Given AI’s potential to support differentiated instruction, it is vital for PSTs to learn to use the technology effectively to teach ELLs. Grounded in the technological pedagogical content knowledge framework, this mixed-methods study...

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