Percepciones estudiantiles sobre herramientas de IA para el aprendizaje de inglés: oportunidades y desafíos
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La integración de herramientas de inteligencia artificial en la educación superior transforma fundamentalmente los procesos de enseñanza-aprendizaje, particularmente en la adquisición de lenguas extranjeras. Este estudio investigó las percepciones de estudiantes universitarios sobre herramientas de inteligencia artificial para el aprendizaje del inglés, centrándose en las oportunidades y desafíos desde las perspectivas de los aprendices. Se empleó un diseño de métodos mixtos descriptivo con sesenta estudiantes de nivel intermedio-alto matriculados en dos secciones de Inglés 7 en la Universidad Agraria del Ecuador. Los datos se recolectaron mediante un cuestionario estructurado de treinta y dos ítems y doce entrevistas semiestructuradas. Los resultados revelaron percepciones generalmente positivas sobre las oportunidades que ofrecen las herramientas de inteligencia artificial, con puntuación media de cuatro puntos cero uno, destacando disponibilidad continua, retroalimentación inmediata y apoyo personalizado. Sin embargo, los participantes también identificaron desafíos significativos, incluyendo preocupaciones sobre dependencia excesiva, incertidumbre respecto al uso apropiado y cuestiones de integridad académica. Los hallazgos demuestran que los estudiantes poseen conciencia metacognitiva sofisticada sobre las implicaciones del uso de inteligencia artificial, reconociendo simultáneamente beneficios genuinos y riesgos potenciales. El estudio contribuye evidencia empírica que centra las voces estudiantiles en conversaciones sobre integración de inteligencia artificial en educación lingüística, sugiriendo la necesidad urgente de marcos pedagógicos explícitos, directrices institucionales claras y desarrollo de alfabetización crítica en inteligencia artificial.
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