UNA APROXIMACIÓN AL AVANCE DE LAS HERRAMIENTAS BASADAS EN INTELIGENCIA ARTIFICIAL GENERATIVA PARA LA EVALUACIÓN LINGÜÍSTICA DE IDIOMAS: UN ANÁLISIS DAFO

Jesús García Laborda; Teresa Magal-Royo; Miguel Fernández Álvarez

doi:10.21723/riaee.v19i00.19060

Autores

Jesús García Laborda Universidad de Alcalá (UAH), Madrid – Espanha. https://orcid.org/0000-0003-0125-4611
Teresa Magal-Royo Universidad Politécnica de Valencia (UPA), Valência – Espanha. https://orcid.org/0000-0002-7640-6264
Miguel Fernández Álvarez Universidade Politécnica de Madrid (UPM), Madrid – Espanha. https://orcid.org/0000-0002-6420-8500

DOI:

https://doi.org/10.21723/riaee.v19i00.19060

Palavras-chave:

Inteligência artificial generativa, Avaliação, Competências, Aprendizado de segunda língua

Resumo

Este artigo analisa a integração da Inteligência Artificial (IA) Generativa na avaliação linguística de idiomas. Utilizando uma abordagem mista, revisa-se a literatura especializada e coletam-se dados por meio de pesquisas e entrevistas com profissionais da educação, para compreender as tendências e desafios dessas ferramentas. Os resultados indicam que, embora as aplicações de IA sejam eficientes e adaptáveis às necessidades individuais, enfrentam desafios significativos, incluindo questões éticas e resistência à mudança por parte de professores e estudantes. Finalmente, conclui-se a necessidade de um planejamento estratégico e cuidadoso para incorporar eficazmente a IA na educação linguística, melhorando as metodologias de ensino e avaliação.

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Biografia do Autor

Jesús García Laborda, Universidad de Alcalá (UAH), Madrid – Espanha.

Diretor da Faculdade de Educação da Universidade de Alcalá. Catedrático de Universidad, Instituto Franklin.

Teresa Magal-Royo, Universidad Politécnica de Valencia (UPA), Valência – Espanha.

PhD in Fine Arts, Associate Professor in the Graphic Engineering Department. Degree: Product Design. Universitat Politécnica de Valencia, Spain. Postgraduate in the Royal College of Art, London, England. Project coordinator related to the use of new technology in the field of education/Design and development of user-oriented interfaces/ Adaptation of graphic interfaces to mobile devices/ user experience in education/Product design and digital communication for business. /Multimodal interfaces user oriented for ubiquitous devices. She has participated in national and international research projects related to technology and education.

Miguel Fernández Álvarez, Universidade Politécnica de Madrid (UPM), Madrid – Espanha.

Doctor en Filología Inglesa por la Universidad de Granada. Su tesis, con CUM LAUDE, se centró en el diseño y validación del componente de inglés de la Prueba de Acceso a la Universidad. Al poco de completar su doctorado realizó un Máster sobre evaluación de lenguas con los mejores especialistas de Europa en la Universidad de Lancaster (Reino Unido). Comenzó su carrera profesional en educación en Estados Unidos dentro del Programa de Profesores Visitantes, donde trabajó dos años en el estado de Georgia, impartiendo español como lengua extranjera, y luego siete años en el estado de Illinois dando clases en programas bilingües en Secundaria. En el año 2010 comenzó a trabajar en Chicago State University, donde coordinaba el programa de Educación Bilingüe al mismo tiempo que impartía clases de grado y postgrado. En su estancia en CSU llegó a conseguir la cátedra. En abril de 2018 comenzó a trabajar en el Departamento de Lingüística Aplicada a la Ciencia y a la Tecnología de la Universidad Politécnica de Madrid, donde imparte clases de inglés técnico y con fines específicos en la ETS de Edificación.

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