Integración de chatGPT dentro de las clases de inglés: mejoras en la escritura y en la percepción de los alumnos
DOI:
https://doi.org/10.70625/rlce/288Palabras clave:
Inteligencia artificial, Escritura en inglés, Educación secundaria, ChatGPT, Aprendizaje autónomoResumen
Este estudio evaluó el impacto del uso de ChatGPT en la escritura en inglés de 180 estudiantes de secundaria, comparando un grupo experimental (n=90) que utilizó esta herramienta con un grupo control (n=90) que empleó métodos tradicionales. Mediante un diseño cuasiexperimental, se midió el desempeño en gramática, coherencia y cohesión, y vocabulario a través de pruebas escritas, y las percepciones del grupo experimental mediante una encuesta tipo Likert. Los datos, analizados con la prueba Mann-Whitney U, revelaron diferencias significativas (p < 0,001) a favor del grupo experimental, con textos más precisos, estructurados y léxicamente ricos. La encuesta, con alta fiabilidad (Alfa de Cronbach = 0,769), mostró percepciones positivas, destacando la facilidad de uso (promedio = 3,50) y la organización de ideas (promedio = 3,44), aunque la motivación presentó variabilidad (promedio = 3,16). Se concluye que ChatGPT mejora las competencias de escritura y fomenta la confianza y autonomía, pero su integración requiere un enfoque crítico para evitar la dependencia excesiva. Estos hallazgos abogan por una adopción estratégica de la inteligencia artificial en la enseñanza del inglés, promoviendo una educación innovadora y efectiva.
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Derechos de autor 2025 Revista Latinoamericana de Calidad Educativa
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
