Revolucionando la educación especial del inglés como lengua extranjera: cómo ChatGPT está transformando la forma en que los profesores abordan el aprendizaje de idiomas
DOI:
https://doi.org/10.24310/innoeduca.2023.v9i2.16774Palabras clave:
EFL, educación especial, ChatGPT, enseñanza de idiomas, inteligencia artificialResumen
Este estudio de métodos mixtos exploró las actitudes de 199 profesores de educación especial de inglés como lengua extranjera (EFL) hacia el uso de ChatGPT para el aprendizaje del idioma. El cuestionario de encuesta, compuesto por 21 ítems, examinó las actitudes, la efectividad, las barreras y el uso futuro de ChatGPT. Los resultados revelaron que los participantes tenían actitudes moderadas, percibiendo a ChatGPT como moderadamente efectivo con barreras moderadas. Si bien no se encontraron diferencias significativas entre los profesores hombres y mujeres en cuanto a actitudes y efectividad, surgieron diferencias de género significativas en el uso futuro de ChatGPT, siendo las profesoras mujeres las que mostraron una mayor disposición a adoptarlo. Entrevistas de seguimiento por correo electrónico con cinco participantes proporcionaron información valiosa sobre estrategias, efectividad, desafíos e inclusión al usar ChatGPT en la enseñanza del idioma para estudiantes de educación especial. Estos hallazgos contribuyen a implementar y desarrollar ChatGPT como herramienta de aprendizaje de idiomas para estudiantes de educación especial de EFL, enfatizando la importancia de enfoques inclusivos de género y consideraciones prácticas para mejorar su eficacia.
Descargas
Métricas
Citas
Adiguzel, T., Kaya, M. H., & Cansu, F. K. (2023). Revolutionizing education with AI: Exploring the transformative potential of ChatGPT. Contemporary Educational Technology, 15(3), ep429. https://doi.org/10.30935/cedtech/13152
Alam, A. (2021, December). Should robots replace teachers? Mobilisation of AI and learning analytics in education. In 2021 International Conference on Advances in Computing, Communication, and Control (ICAC3) (pp. 1-12). IEEE. http://dx.doi.org/10.1109/ICAC353642.2021.9697300
Alcorn, A., Ainger, E., Charisi, V., Mantinioti, S., Petrović, S., Schadenberg, B., Tavassoli, T., & Pellicano, E. (2019). Educators' views on using humanoid robots with autistic learners in special education settings in England. Frontiers in Robotics and AI, 6, e107. https://doi.org/10.3389/frobt.2019.00107
Al-khresheh, M., Mohamed, A., & Asif, M. (2022). Teachers' Perspectives towards Online Professional Development Programs during the Period of COVID-19 Pandemic in the Saudi EFL Context. FWU Journal of Social Sciences, 16(2). http://doi.org/10.51709/19951272/Summer2022/1
Artiles, J., Guerra, M., Aguiar, M. V., & Rodríguez, J. (2021). Embodied conversational agents: artificial intelligence for autonomous learning. Pixel-Bit. Revista De Medios Y Educación, (62), 107–144. https://doi.org/10.12795/pixelbit.86171
Awada, G. (2022). Robotics and Weblog integration into EFL curriculum of middle and secondary schools: Exploratory study. Language Teaching Research, 0(0). https://doi.org/10.1177/13621688221091611
Babitha, M. M., & Sushma, C. (2022). Trends of Artificial Intelligence for online exams in Education. International journal of Early Childhood special Education, 14(01), 2457-2463. https://doi.org/10.9756/INT-JECSE/V14I1.290
Bingimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, science and technology education, 5(3), 235-245. https://doi.org/10.12973/ejmste/75275
Cagiltay, K., Cakir, H., Karasu, N., Islim, O. F., & Cicek, F. (2019). Use of educational technology in special education: Perceptions of teachers. Participatory Educational Research, 6(2), 189-205. https://doi.org/10.17275/per.19.21.6.2
Castillo, D., Canhoto, A., & Said, E. (2021). The dark side of AI-powered service interactions: Exploring the process of co-destruction from the customer perspective. The Service Industries Journal, 41(13-14), 900-925. https://doi.org/10.1080/02642069.2020.1787993
Cheah, C. W. (2021). Developing a gamified AI-enabled online learning application to improve students’ perception of university physics. Computers and Education: Artificial Intelligence, 2, e100032. https://doi.org/10.1016/j.caeai.2021.100032
Chen, X., Zou, D., Xie, H., Cheng, G., & Liu, C. (2022). Two Decades of Artificial Intelligence in Education: Contributors, Collaborations, Research Topics, Challenges, and Future Directions. Educational Technology & Society, 25(1), 28–47.
Cheng, S. C., & Lai, C. L. (2020). Facilitating learning for students with special needs: a review of technology-supported special education studies. Journal of computers in education, 7(2), 131-153. https://doi.org/10.1007/s40692-019-00150-8
Choi, J., & Yi, Y. (2016). Teachers' integration of multimodality into classroom practices for English language learners. Tesol Journal, 7(2), 304-327. https://doi.org/10.1002/tesj.204
Dignum, V. (2018). Ethics in artificial intelligence: introduction to the special issue. Ethics and Information Technology, 20(1), 1-3. https://doi.org/10.1007/s10676-018-9450-z
Edwards, B., & Cheok, A. (2018). Why not robot teachers: artificial intelligence for addressing teacher shortage. Applied Artificial Intelligence, 32(4), 345-360. https://doi.org/10.1080/08839514.2018.1464286
Florian, L., & Linklater, H. (2010). Preparing teachers for inclusive education: using inclusive pedagogy to enhance teaching and learning for all. Cambridge journal of education, 40(4), 369-386. https://doi.org/10.1080/0305764X.2010.526588
García Aguilera, F. & Aguilar Cuenca, D. (2022). ICT as a strategy for social inclusion. Analysis of a second educational opportunity track. Innoeduca. International Journal of Technology and Educational Innovation, 8(1), 121-134. https://doi.org/10.24310/innoeduca.2022.v8i1.11467
Hopcan, S., Polat, E., Ozturk, M., & Ozturk, L. (2022). Artificial intelligence in special education: a systematic review. Interactive Learning Environments. https://doi.org/10.1080/10494820.2022.2067186
Johnson, B., & Turner, L. (2003). Data collection strategies in mixed methods research. In A. Tashakkori & C. Teddlie (Eds.), Handbook of Mixed Methods in Social and Behavioral Research (pp. 297-320). Sage-
Kessler, G. (2018). Technology and the future of language teaching. Foreign language annals, 51(1), 205-218. https://doi.org/10.1111/flan.12318
Losen, D., & Welner, K. (2001). Disabling discrimination in our public schools: Comprehensive legal challenges to inappropriate and inadequate special education services for minority children. Harvard Civil Rights–Civil Liberties Law Review, 36(2), 407-460.
Lu, J., Jiang, H., & Huang, Y. (2022). Inclusive EFL Teaching for Young Students with Special Needs: A Case in China. Children, 9(5), e749. https://doi.org/10.3390/children9050749
Miranda, J., Wells, J., & Jenkins, A. (2019). Preparing special education teacher candidates to teach English language learners with disabilities: How well are we doing? Language Teaching Research, 23(3), 330-351. https://doi.org/10.1177/1362168817730665
Mohamed, A. (2023). Exploring the Potential of an AI-based Chatbot (ChatGPT) in Enhancing English as a Foreign Language (EFL) Teaching: Perceptions of EFL Faculty Members. Education and Information Technologies. https://doi.org/10.1007/s10639-023-11917-z.
Muñoz, S., Gayoso, G., Huambo, A., Tapia, R., Incaluque, J. L., Pongo, O. E., Ramírez, J.C., Reyes, J.E., Huaranga, H.V., & Arias, J. L. (2023). Examining the Impacts of ChatGPT on Student Motivation and Engagement. Social Space, 23(1), 1-27.
Nazaretsky, T., Ariely, M., Cukurova, M., & Alexandron, G. (2022). Teachers' trust in AI‐powered educational technology and a professional development program to improve it. British Journal of educational technology, 53(4), 914-931. https://doi.org/10.1111/bjet.13232
Ouyang, F., Zheng, L., & Jiao, P. (2022). Artificial intelligence in online higher education: A systematic review of empirical research from 2011 to 2020. Education and Information Technologies, 27(6), 7893-7925. https://doi.org/10.1007/s10639-022-10925-9
Paju, B., Räty, L., Pirttimaa, R., & Kontu, E. (2016). The school staff's perception of their ability to teach special educational needs pupils in inclusive settings in Finland. International Journal of Inclusive Education, 20(8), 801-815. https://doi.org/10.1080/13603116.2015.1074731
Pedró, F., Subosa, M., Rivas, A., & Valverde, P. (2019). Artificial intelligence in education: Challenges and opportunities for sustainable development. UNESCO.
Perkins, M. (2023). Academic integrity considerations of AI Large Language Models in the post-pandemic era: ChatGPT and beyond. Journal of University Teaching & Learning Practice, 20(2), e07. https://doi.org/10.53761/1.20.02.07
Pokrivčáková, S. (2019). Preparing teachers for the application of AI-powered technologies in foreign language education. Journal of Language and Cultural Education, 7(3), 135-153. https://doi.org/10.2478/jolace-2019-0025
Qadir, J. (2022). Engineering education in the era of ChatGPT: Promise and pitfalls of generative AI for education. TechRxiv. https://doi.org/10.36227/techrxiv.21789434.v1
Qasem, F., Ghaleb, M., Mahdi, H. S., Al Khateeb, A., & Al Fadda, H. (2023). Dialog chatbot as an interactive online tool in enhancing ESP vocabulary learning. Saudi Journal of Language Studies. https://doi.org/10.1108/SJLS-10-2022-0072
Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital science and education, 2, 923-945. https://doi.org/10.1007/s42438-020-00155-y
Rezaee, A., & Shabani, E. (2019). Self-and Peer-Assessments in the Iranian Context: A Systematic Review. In C. Denman & R. Al-Mahrooqi (Eds.), Handbook of Research on Curriculum Reform Initiatives in English Education (pp. 270-282). IGI Global. https://doi.org/10.4018/978-1-5225-5846-0.ch016
Shaaban, T., & Mohamed, A. (2023). Exploring the effectiveness of augmented reality technology on reading comprehension skills among early childhood pupils with learning disabilities. Journal of Computers in Education. https://doi.org/10.1007/s40692-023-00269-9
Şimşek, A. S., & Ateş, H. (2022). The extended technology acceptance model for Web 2.0 technologies in teaching. Innoeduca. International Journal of Technology and Educational Innovation, 8(2), 165-183. https://doi.org/10.24310/innoeduca.2022.v8i2.15413
Tomczyk, Ł., Mascia, M.., Gierszewski, D., & Walker, C. (2023). Barriers to digital inclusion among older people: a intergenerational reflection on the need to develop digital competences for the group with the highest level of digital exclusion. Innoeduca. International Journal of Technology and Educational Innovation, 9(1), 5-26. https://doi.org/10.24310/innoeduca.2023.v9i1.16433
Xie, H., Chu, H., Hwang, G., & Wang, C. (2019). Trends and development in technology-enhanced adaptive/personalized learning: A systematic review of journal publications from 2007 to 2017. Computers & Education, 140, e103599. https://doi.org/10.1016/j.compedu.2019.103599
Yang, S. J., Ogata, H., Matsui, T., & Chen, N. S. (2021). Human-centered artificial intelligence in education: Seeing the invisible through the visible. Computers and Education: Artificial Intelligence, 2, e100008. https://doi.org/10.1016/j.caeai.2021.100008
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2023 Innoeduca. International Journal of Technology and Educational Innovation
![Creative Commons License](http://i.creativecommons.org/l/by-nc-nd/4.0/88x31.png)
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Todos los contenidos publicados por Innoeduca. International Journal of Technology and Educational Innovation están sujetos a la licencia de Creative Commons Reconocimiento-No comercial- SinObraDerivada 4.0 Internacional, cuyo texto completo se puede consultar en https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode. Por lo tanto, la copia, distribución, comunicación pública, obras derivadas y el uso comercial de los contenidos están permitidas siempre que la fuente y el autor del texto se citen.
Es responsabilidad de los autores obtener los permisos necesarios de las imágenes que están sujetas a derechos de autor.
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional.