En el contexto digital actual, promover la alfabetización en inteligencia artificial (IA) resulta fundamental, ya que sus usos están modificando la vida cotidiana y el ámbito laboral. El objetivo de la investigación es sintetizar los beneficios de la inteligencia artificial en el aprendizaje de lenguas extranjeras. El enfoque es cualitativo, orientada bajo una revisión sistemática de evidencia reciente (2022–2025), siguiendo los lineamientos PRISMA. La búsqueda se llevó a cabo en Scopus, Web of Science e IEEE Xplore.

This article explores the status of Spanish as a heritage language in Sweden, a Scandinavian society with diverse multilingual communities. We offer a systematic literature review, focusing on both empirical studies and educational policies related to multilingualism and Spanish heritage language speakers (SHSs). The selected studies cover such areas as identity and socio-affective factors in educational contexts as well as aspects of SHSs' linguistic systems.

The integration of humor into Spanish Language Teaching (SLT) classes continues to be a complex task today, although it is a pragmatic phenomenon which deserves to be represented in the Spanish classroom in the same way as other elements of communicative competence. Previous theoretical and methodological foundations are not enough to propose new directions of research that become keys for teaching and learning humor. The main aim of this paper is to present several curricular itineraries of research that can shed light on its treatment.

This paper explores the potential of studies on instructed second language acquisition to inform pedagogical practices for L2 teaching. It focuses on instructional-effect studies published between 2000 and 2024 that examined the acquisition of perfective and imperfective past tense in L2 Spanish, French, and Catalan. Eleven studies were selected based on pretest-posttest designs and evidence of interlanguage development in past morphology.

This synthesis paper reviews the literature on the acquisition of second language (L2) grammar and vocabulary during study abroad, with a focus on Spanish as the target language. We begin by discussing research that has compared L2 development between traditional, classroom-based environments and study abroad contexts. This work suggests that domains of language learning (e.g., pronunciations, vocabulary, grammar) can be differentially affected by these two learning environments, with some domains showing stronger development in one context than the other.

Texto completo

Este artículo proporciona una descripción general de las investigaciones sobre el desarrollo de la competencia sociolingüística por aprendices de español como segunda lengua en un contexto de estudios en el extranjero. Más concretamente, se pone el foco de atención en las estructuras variables, es decir los fenómenos lingüísticos que demuestran variación sociolingüística entre hablantes nativos. Se abordan varias estructuras variables (p.

Texto completo

Bryfonski and McKay published a meta-analytic review of reports on the effectiveness of task-based programs relative to other types of programs. The aggregated effect in support of task-based programs was substantial. However, Boers et al. re-examined the 27 comparative studies from which this effect size was calculated and argued that, with one exception, they did not serve the intended purpose of the meta-analysis well. However, in a recent publication, Xuan et al.

A growing body of literature examined the role of emotional intelligence (EI) in second/foreign language learning (L2) achievement. Though positive relationships have been reported, negative or non-significant relationships were also found. To date no study has quantitatively synthesized the overall effect size between EI and L2 achievement or the potential moderators influencing their relationship. The current meta-analysis fills this research gap by examining 39 independent studies with a cumulative sample size of 6,571 participants.