Tipo: artículo

Metodología: estudio empírico

Temas: cultura

Resumen:

Texto completo

Teaching culture in Foreign Language (FL) education has evolved from a domain focusing on the reproduction of cultural facts to a domain in which culture is seen as a dynamic concept. Persistent challenges remain concerning the implementation of Teaching Culture as a Dynamic Concept (TCDC). Teachers’ ideas concerning FL culture teaching are considered to be varied and researchers indicate culture teaching practices are not aligned with scholarship on FL culture teaching. This study aimed to gain more insight into the perceptions and practices of teachers who pioneer in TCDC. For this study we interviewed 13 FL teachers in secondary education who pioneer in TCDC. Transcripts from the interviews...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Texto completo

Background. Equipping learners with AI-ethical literacy is a priority for higher education, yet item-level self-reports leave two observables unrecorded: the structure of lexical co-use in learners’ written responses and the polarity of their free text. Neither is a measure of learning. A further inferential hazard is that shared-term statistics in participant–morpheme networks are sensitive to response length, so an apparent rise in shared vocabulary can reflect how much students write rather than lexical alignment; this confound is the target of the present study. We present Multimethod Ethics-Learning Evaluation (MELE), a multimethod evaluation workflow integrating paired post-reading/...

Ver ficha completa

Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

Resumen:

Generative Artificial Intelligence (GenAI), exemplified by models such as DeepSeek and ChatGPT, is rapidly reshaping education by fostering new pedagogical approaches, including personalized learning, adaptive feedback, and multi-modal instruction. This pedagogical transformation has led to a growing number of review studies examining the applications of GenAI applications across diverse educational contexts. Existing reviews tend to concentrate on various dimensions, such as educational levels, subject domains, or particular GenAI tools and their applications to support teaching and learning. However, to the best of our knowledge, no meta-review has yet been conducted to systematically examine and consolidate the findings of existing review studies on GenAI in education. To address this gap, the present study conducts a systematic...

Ver ficha completa

Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

Resumen:

Texto completo

The increasing use of generative artificial intelligence (AI) in student assessment has led to institutional reliance on detection tools. Unlike plagiarism detection, AI detection relies on unverifiable probabilistic estimates. In this paper, we argue that generative AI detection should not be used in education due to its methodological imperfections, violation of procedural fairness, and unverifiable outputs. Generative AI detectors cannot be tested in real-world conditions where the true origin of a text is unknown. Attempts to validate results through linguistic markers, multiple tools, or comparisons with past work introduce confirmation bias rather than independent verification. Moreover...

Ver ficha completa

Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

Resumen:

Texto completo

Debates about the implications of generative AI in education largely frame AI as a tool—an extension of existing mediational means that support human activity. Drawing on sociocultural theory, we propose the alternate concept of mediational agent to describe a class of systems that not only mediate action but also participate in interaction by generating contingent, responsive contributions. This reconceptualization challenges a foundational distinction between mediation and social interaction and has important implications for educational practice. It calls for the cultivation of durable, human-centered habits of participation that sustain learners’ agency and judgement in AI-mediated activity. We argue that these habits...

Ver ficha completa

Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

Resumen:

Texto completo

Artificial intelligence (AI) is rapidly being integrated into educational contexts, promising personalized support and increased efficiency. However, growing evidence suggests that the uncritical adoption of AI may produce unintended harms that extend beyond individual learning outcomes to affect broader societal goals. This paper examines the societal implications of AI in education through an integrative framework with four interrelated dimensions: cognition, agency, emotional well-being, and ethics. Drawing on research from education, cognitive science, psychology, and ethics, we synthesize existing evidence to show how AI-driven cognitive offloading, diminished learner agency, emotional disengagement, and surveillance-...

Ver ficha completa

Tipo: artículo

Metodología: propuesta didáctica

Temas: inteligencia artificial

Resumen:

Texto completo

What does it mean to write, learn to write, and teach writing in an age when students can use the latest artificial intelligence (AI) co‐authoring tools to produce entire essays without even adding an original idea or composing a single sentence? This article addresses questions of authorship and academic integrity concerning the use of AI writing assistants and the latest GPT‐3 (Generative Pre‐trained Transformer, Version 3) tools. It begins by problematizing the use of these tools, and then illustrates how students can use these tools to paraphrase, summarize, extend, and even create original texts with minimal original input, raising questions about authorship and academic integrity. The...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Texto completo

GPT detectors frequently misclassify non-native English writing as AI generated, raising concerns about fairness and robustness. Addressing the biases in these detectors is crucial to prevent the marginalization of non-native English speakers in evaluative and educational settings and to create a more equitable digital landscape.

El estudio comparó siete detectores de texto generado por IA con redacciones de estudiantes nativos y no nativos de inglés. Los detectores clasificaron como generadas por máquina más de la mitad de las redacciones del TOEFL escritas por estudiantes no nativos, mientras que acertaron casi siempre con las de estudiantes nativos. La causa es la menor «...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: CALL/ELAO

Resumen:

Texto completo

Word sense awareness is a feature which has not yet been implemented in most Computer-Assisted Language Learning (CALL) environments or in computer-readable resources for pedagogical purposes such as graded word lists. The current study aims to contribute to filling this gap by presenting a word sense disambiguation (WSD) method which relies on a tailor-made sense inventory, exploits readily available large language models, and only requires a limited number of prototypical examples sentences as manually curated data. The methodology is evaluated on a set of 74 lexically ambiguous items, with a Spanish language for specific purposes course as the target setting. With weighted F1 scores up to...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: lexicografía

Resumen:

Texto completo

El diccionario monolingüe de aprendizaje es una herramienta para la enseñanza del léxico de una lengua extranjera. A través de él se puede conocer no solo las palabras de una lengua, sino todo lo que ellas implican: significado, forma escrita, información gramatical, sintáctica, pragmática y cultural. El objetivo del estudio fue identificar el uso de estos diccionarios y la percepción que tienen los docentes de ELE sobre su utilidad en la enseñanza. A través de un cuestionario aplicado a 152 docentes y una entrevista a 14, se encontró que, aunque los docentes consideran que el diccionario es una herramienta útil, no lo emplean en sus clases con asiduidad, y sus consultas se orientan hacia el...

Ver ficha completa