PRODUCCIÓN ESCRITA EN LENGUA INGLESA E INTELIGENCIA ARTIFICIAL GENERATIVA: REFLEXIONES SOBRE EL USO DE CHATGPT CON ESTUDIANTES DE LETRAS EN MAUÉS/AMAZONAS
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https://doi.org/10.66104/ca9ab322Palabras clave:
producción escrita en lengua inglesa, inteligencia artificial generativa, aprendizaje activo, educación superior, educaci´ón en AmazonasResumen
Este trabajo presenta un estudio de caso con estudiantes de Letras - Lengua Inglesa de la Universidad del Estado de Amazonas (UEA), en clases mediadas por tecnología en el municipio de Maués (AM), durante la asignatura Producción Escrita en Lengua Inglesa. Aunque el objetivo de la asignatura no preveía el uso de Inteligencia Artificial (IA), los profesores propusieron integrarla como recurso complementario para apoyar la producción académica en inglés. El estudio busca reflexionar sobre cómo la IA generativa puede influir en el aprendizaje, estimulando el pensamiento crítico y mejorando las competencias de escritura, articulando esta práctica al concepto de World English (Crystal, 2004). La investigación, de enfoque cualitativo, se configura como estudio de caso (Gil, 2008), exploratorio y descriptivo. El recorrido metodológico involucró las siguientes etapas: (1) escritura inicial; (2) aplicación de IA para corrección; y (3) uso de IA para mejoramiento de textos. Testimonios, producciones escritas y observaciones docentes permitieron analizar cambios de postura y percepciones de los alumnos. El diseño metodológico incorporó elementos del Technology Acceptance Model (TAM) y del active learning, incentivando el uso crítico de la IA. Los resultados indican que los estudiantes reconocieron repertorios y limitaciones, comprendiendo la IA como instrumento para fortalecer la escritura, ampliar la conciencia lingüística e integrarse a la red global de comunicación, incluso en contextos amazónicos.
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