Artículos - Licenciatura en Pedagogía de los idiomas nacionales y extranjeros

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Browsing Artículos - Licenciatura en Pedagogía de los idiomas nacionales y extranjeros by Subject "CHATGPT"

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    Enhancing efl skills through artifitial intelligence
    (Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2026-04-15) Suntasig Cordova, Cristian Michael; Guishcaso Sintasig, Diana Estefania; Castro Bungacho, Sonia Jimena
    This study examines how artificial intelligence tools, specifically ChatGPT and Grammarly, contribute to the development of English as a foreign language (EFL) writing skills among university students. The research adopts a quasi-experimental quantitative design with pre- and post-tests and was conducted with sixth- semester students in the PINE program during the 2025 academic year. Participants completed two similar writing tasks before and after a four-week instruction period in which AI tools were used as guided support during the writing and revision process. The texts written by the students were evaluated using a rubric that took into account grammatical accuracy, textual cohesion, structure and organization, and clarity of ideas. The results show a statistically significant improvement in student writing performance after the intervention (p < 0.001), especially in coherence and grammatical control. ChatGPT contributed most to the overall organization of the text, while Grammarly mainly helped with sentence-level accuracy and the organization of ideas. The results suggest that artificial intelligence can function as an effective complementary resource in teaching writing in English as a foreign language when accompanied by pedagogical guidance, rather than being used as a substitute for teacher feedback.
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    Students’ perceptions of the use of ChatGPT in writing skills
    (Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2026-04-13) Astudillo Pillo, Gladys Alexandra; Masabanda Tipan, Yulisa Elisabeth; Sandoval Vizuete, Estuardo Vladimir
    The research explored the perceptions of 32 students at the Technical University of Cotopaxi regarding the use of ChatGPT as a writing support tool in English. While pre- and post-tests were used to observe performance trends, the central objective was to analyze student attitudes toward the usefulness of AI in generating ideas, providing accurate feedback, and improving the writing process. Through descriptive statistics and surveys, the findings indicate that most participants perceive ChatGPT as an effective assistant for organizing ideas, improving grammar, and expanding vocabulary. Students highlighted the immediacy of the feedback and the increased confidence it gave them when starting tasks, valuing the ability to compare their original work with improved alternatives. This fostered more active revision and a clearer understanding of grammatical patterns. Although a minority expressed concerns about technological dependence and the need for teacher verification, the results reveal a predominantly positive perception. It is concluded that ChatGPT functions as a valuable complementary educational resource that, under pedagogical guidance, strengthens the autonomous development of writing in a second language