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Bibliografía - inglés

What Is the Impact of ChatGPT on Education? A Rapid Review of the Literature

Chung Kwan Lo (2023)

An artificial intelligence-based chatbot, ChatGPT, was launched in November 2022 and is capable of generating cohesive and informative human-like responses to user input. This rapid review of the literature aims to enrich our understanding of ChatGPT’s capabilities across subject domains, how it can be used in education, and potential issues raised by researchers during the first three months of its release (i.e., December 2022 to February 2023). A search of the relevant databases and Google Scholar yielded 50 articles for content analysis (i.e., open coding, axial coding, and selective coding). The findings of this review suggest that ChatGPT’s performance varied across subject domains, ranging from outstanding (e.g., economics) and satisfactory (e.g., programming) to unsatisfactory (e.g., mathematics). Although ChatGPT has the potential to serve as an assistant for instructors (e.g., to generate course materials and provide suggestions) and a virtual tutor for students (e.g., to answer questions and facilitate collaboration), there were challenges associated with its use (e.g., generating incorrect or fake information and bypassing plagiarism detectors). Immediate action should be taken to update the assessment methods and institutional policies in schools and universities. Instructor training and student education are also essential to respond to the impact of ChatGPT on the educational environment.

World Atlas of Language Structures (WALS)

VV. AA. (2013)

The World Atlas of Language Structures (WALS) is a large database of structural (phonological, grammatical, lexical) properties of languages gathered from descriptive materials (such as reference grammars) by a team of 55 authors.

The first version of WALS was published as a book with CD-ROM in 2005 by Oxford University Press. The first online version was published in April 2008.

The 2013 edition of WALS corrects a number of coding errors especially in Chapters 1 and 3. A full list of changes is available here.

Starting with the 2013 edition of WALS, we will release and publish sets of corrections periodically. Thus, any citation of WALS Online 2013 should include the particular version, as listed on Zenodo.

WALS Online is a publication of the Max Planck Institute for Evolutionary Anthropology. It is a separate publication, edited by Dryer, Matthew S. & Haspelmath, Martin (Leipzig: Max Planck Institute for Evolutionary Anthropology, 2013). The main programmer is Robert Forkel.

Writing development in Spanish as a second and heritage language: a corpus study on complexity

Agustina Carando, Sophia Minnillo, Paloma Fernández-Mira, Sam Davidson, Kenji Sagae, Claudia Sánchez-Gutiérrez (2023)

En Journal of Spanish Language Teaching 10.1

Few studies have analyzed the writing features of second language (L2) alongside heritage language (HL) learners of Spanish. Focusing on the development of writing complexity, we collected data from students at the beginning and at the end of a composition sequence. Comparing the groups at the outset revealed HL students’ greater mood complexity. After 14 weeks, both groups improved in tense complexity, mean essay length, and lexical sophistication. Our findings suggest that, given sufficient time, both HL and L2 students can progress in similar ways in at least some measures of linguistic complexity. Nevertheless, they might gain from instruction that facilitates new and diverse vocabulary, and the construction of longer sentences. L2 students specifically would benefit from greater emphasis on the subjunctive. Our study supports the claim that achieving writing complexity takes time and comes in stages, contributing to a more nuanced understanding of L2 and HL writing development.

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Pocos estudios analizaron las características de la escritura en aprendices de español como segunda lengua (L2) junto a hablantes de herencia (HH). Enfocándonos en el desarrollo de la complejidad escrita, recabamos datos al principio y al final de una secuencia de composición. Al comparar los grupos al comienzo del curso observamos una mayor complejidad de modo verbal en los HH. Después de 14 semanas, los dos grupos mejoraron en el tiempo verbal, largo del ensayo y sofisticación léxica, lo que demuestra que progresan de forma similar en algunas medidas. No obstante, hay áreas que podrían mejorarse: un mayor énfasis en vocabulario nuevo y diverso, y fomentar el largo de las oraciones; para los L2 además se recomienda más práctica del subjuntivo. Esta investigación apoya la idea de que la complejidad escrita requiere tiempo y ocurre en etapas, contribuyendo a nuestro conocimiento de las trayectorias de desarrollo escrito en estos grupos.