Expresión escrita e inteligencia artificial: ¿aliada o enemiga en redacciones académicas en inglés?
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Expresión escrita, inteligencia artificial, inglés como lengua extranjera, educación superior
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Resumen
Como docentes de inglés como lengua extranjera (ILE) hemos observado con frecuencia un empleo indiscriminado de la inteligencia artificial (IA) en las tareas de expresión escrita, lo cual no proporciona una evidencia real del nivel de lengua del alumnado. Dado que su uso es inevitable y los programas de detección de plagio de la IA no resultan del todo fiables, se propone como alternativa pedagógica integrar la IA éticamente dentro de nuestras lecciones para comprobar hasta qué punto favorece o merma el aprendizaje. Dicho esto, el objetivo de este trabajo reside en averiguar qué estrategias didácticas podemos emplear para que el proceso de redacción resulte beneficioso con esta herramienta. Para ello se ha recurrido a dos grupos que cursan el primer año del Grado de Educación Infantil dentro de una asignatura de inglés obligatoria. Al grupo experimental (N=37) se le permitió el uso de la IA para obtener retroalimentación tras escribir su redacción original por medio de dos procedimientos con dos prompts distintos, mientras que el grupo de control (N=45) no hizo un uso específico de la IA durante la elaboración de la redacción. Al final del estudio se compararon las notas obtenidas en dos redacciones (Writings), así como en el examen final escrito de la asignatura y se detectó una mayor puntuación en el grupo experimental. Asimismo, estos datos se complementaron con una encuesta en la que los alumnos de este último grupo manifestaron haber experimentado un aprendizaje más significativo a través de la retroalimentación proporcionada por la IA.
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