Tecnologías emergentes en la enseñanza de idiomas y algunas consideraciones éticas

• Alex David Morales Acosta https://orcid.org/0000-0003-2765-8753
• Ingrid Romero Lázaro https://orcid.org/0000-0003-4045-1116
• Roberto Carlos Fortich Mesa https://orcid.org/0000-0002-8076-1760
• Nadin Madera Arias https://orcid.org/0000-0002-1998-3284

DOI: https://doi.org/10.31876/rcs.v30i.42836

Palabras clave: Aprendizaje autónomo, procesamiento del lenguaje natural, inteligencia artificial, enseñanza de idiomas, practicas pedagógicas

Resumen

El objetivo del estudio es analizar el impacto de las tecnologías de procesamiento del lenguaje natural y aprendizaje automático en las prácticas pedagógicas para la enseñanza de idiomas, desde enfoques pedagógicos como el constructivismo, aprendizaje autónomo y aprendizaje basado en problemas, considerando aspectos éticos en la tecnología educativa. Para ello, se revisaron 40 documentos académicos, utilizando un análisis exhaustivo de contenido, con técnicas de análisis temático y codificación para identificar tendencias y patrones emergentes en la literatura revisada. Los resultados muestran que las estrategias basadas en inteligencia artificial promueven la participación activa de los estudiantes en la construcción del conocimiento, destacando cómo tecnologías como los chatbots facilitan la resolución de problemas lingüísticos en el aprendizaje basado en problemas. Asimismo, se observa que el aprendizaje autónomo se beneficia de herramientas de inteligencia artificial, fomentando la autonomía estudiantil y la adaptabilidad en el aprendizaje. Sin embargo, se subraya la importancia de abordar aspectos éticos, como la privacidad de los datos y el sesgo algorítmico. En conclusión, se enfatiza la necesidad de una reflexión crítica y de prácticas responsables en el diseño e implementación de herramientas tecnológicas para garantizar un entorno de aprendizaje ético y equitativo en la enseñanza de idiomas.

Citas

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