Mentes como máquinas, palabras humanas: una revisión bibliográfica sobre la IA en el aprendizaje de idiomas (2007–2025)

La presente revisión literaria académica explora el papel de la Inteligencia Artificial (IA) en el aprendizaje de idiomas, centrándose en su capacidad para mejorar la autonomía del alumno, la participación cultural, el pensamiento crítico y la instrucción personalizada. A partir de 53 fuentes académ...

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Autores:
Pettit, Teri Lea
Tipo de recurso:
https://purl.org/coar/resource_type/c_7a1f
Fecha de publicación:
2025
Institución:
Universidad El Bosque
Repositorio:
Repositorio U. El Bosque
Idioma:
eng
OAI Identifier:
oai:repositorio.unbosque.edu.co:20.500.12495/14406
Acceso en línea:
https://hdl.handle.net/20.500.12495/14406
Palabra clave:
Inteligencia artificial (IA)
Aprendizaje de idiomas
Autonomía del alumno
Pensamiento crítico
Instrucción personalizada
370.1175
Artificial intelligence (AI)
Language learning
Learner autonomy
Critical thinking
Personalized instruction
Rights
License
Attribution-NonCommercial-NoDerivatives 4.0 International
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dc.title.none.fl_str_mv Mentes como máquinas, palabras humanas: una revisión bibliográfica sobre la IA en el aprendizaje de idiomas (2007–2025)
dc.title.translated.none.fl_str_mv Machine Minds, Human Words: A Literature Review on AI in Language Learning (2007–2025)
title Mentes como máquinas, palabras humanas: una revisión bibliográfica sobre la IA en el aprendizaje de idiomas (2007–2025)
spellingShingle Mentes como máquinas, palabras humanas: una revisión bibliográfica sobre la IA en el aprendizaje de idiomas (2007–2025)
Inteligencia artificial (IA)
Aprendizaje de idiomas
Autonomía del alumno
Pensamiento crítico
Instrucción personalizada
370.1175
Artificial intelligence (AI)
Language learning
Learner autonomy
Critical thinking
Personalized instruction
title_short Mentes como máquinas, palabras humanas: una revisión bibliográfica sobre la IA en el aprendizaje de idiomas (2007–2025)
title_full Mentes como máquinas, palabras humanas: una revisión bibliográfica sobre la IA en el aprendizaje de idiomas (2007–2025)
title_fullStr Mentes como máquinas, palabras humanas: una revisión bibliográfica sobre la IA en el aprendizaje de idiomas (2007–2025)
title_full_unstemmed Mentes como máquinas, palabras humanas: una revisión bibliográfica sobre la IA en el aprendizaje de idiomas (2007–2025)
title_sort Mentes como máquinas, palabras humanas: una revisión bibliográfica sobre la IA en el aprendizaje de idiomas (2007–2025)
dc.creator.fl_str_mv Pettit, Teri Lea
dc.contributor.advisor.none.fl_str_mv Cajamarco Blanco, Suseih
dc.contributor.author.none.fl_str_mv Pettit, Teri Lea
dc.contributor.orcid.none.fl_str_mv https://orcid.org/0009-0001-3714-1689
dc.subject.none.fl_str_mv Inteligencia artificial (IA)
Aprendizaje de idiomas
Autonomía del alumno
Pensamiento crítico
Instrucción personalizada
topic Inteligencia artificial (IA)
Aprendizaje de idiomas
Autonomía del alumno
Pensamiento crítico
Instrucción personalizada
370.1175
Artificial intelligence (AI)
Language learning
Learner autonomy
Critical thinking
Personalized instruction
dc.subject.ddc.none.fl_str_mv 370.1175
dc.subject.keywords.none.fl_str_mv Artificial intelligence (AI)
Language learning
Learner autonomy
Critical thinking
Personalized instruction
description La presente revisión literaria académica explora el papel de la Inteligencia Artificial (IA) en el aprendizaje de idiomas, centrándose en su capacidad para mejorar la autonomía del alumno, la participación cultural, el pensamiento crítico y la instrucción personalizada. A partir de 53 fuentes académicas revisadas por pares y publicadas entre 2007 y 2025, el estudio utiliza una metodología estructurada basada en PRISMA para identificar los principales beneficios y limitaciones de las herramientas de IA. Los hallazgos sugieren que la IA puede mejorar la competencia escrita, la pronunciación y la comprensión mediante retroalimentación en tiempo real y entornos de aprendizaje adaptativos. Sin embargo, plantea inquietudes sobre la dependencia excesiva, la descarga cognitiva, los riesgos éticos y la estandarización lingüística. La revisión destaca las deficiencias en la investigación empírica a largo plazo, la formación docente y el diseño inclusivo de IA, lo que exige una mayor atención a la sensibilidad cultural y la autonomía del alumno. Se presentan una serie de propuestas didácticas para ayudar a los educadores a integrar la IA de forma significativa en el aula sin comprometer la creatividad ni las habilidades de pensamiento crítico del alumnado. Este estudio concluye que la IA, al combinarse con la instrucción docente, tiene el potencial de enriquecer el aprendizaje de idiomas en la educación.
publishDate 2025
dc.date.accessioned.none.fl_str_mv 2025-05-20T15:03:02Z
dc.date.available.none.fl_str_mv 2025-05-20T15:03:02Z
dc.date.issued.none.fl_str_mv 2025-05
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_7a1f
dc.type.local.spa.fl_str_mv Tesis/Trabajo de grado - Monografía - Pregrado
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dc.identifier.instname.spa.fl_str_mv instname:Universidad El Bosque
dc.identifier.reponame.spa.fl_str_mv reponame:Repositorio Institucional Universidad El Bosque
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url https://hdl.handle.net/20.500.12495/14406
identifier_str_mv instname:Universidad El Bosque
reponame:Repositorio Institucional Universidad El Bosque
repourl:https://repositorio.unbosque.edu.co
dc.language.iso.fl_str_mv eng
language eng
dc.relation.references.none.fl_str_mv 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
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Bustamante Bula, R., & Camacho Bonilla, A. (2024). Inteligencia artificial (IA) en las escuelas: Una revisión sistemática (2019–2023). Enunciación, 29(1), 62–82. https://doi.org/10.14483/22486798.22039
Chen, H. H.-J., Yang, C. T.-Y., & Lai, K. K.-W. (2023). Investigating college EFL learners’ perceptions toward the use of Google Assistant for foreign language learning. Interactive Learning Environments, 31(3), 1335–1350. https://doi.org/10.1080/10494820.2020.1833043
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De-la-Peña, C., Roda-Segarra, J., & Chaves-Yuste, B. (2024). Improving English Foreign Language (EFL) performance using artificial intelligence in vocational education and training (VET). The Journal of Technical Education and Training, 16(1). https://doi.org/10.30880/jtet.2024.16.01.006
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Ghassemiazghandi, M. (2024). An evaluation of ChatGPT’s translation accuracy using BLEU score. Theory and Practice in Language Studies, 14(4), 985–994. https://doi.org/10.17507/tpls.1404.07
Ghonsooly, B., & Showqi, S. (2012). The effects of foreign language learning on creativity. English Language Teaching, 5(4), 161–167. https://eric.ed.gov/?id=EJ1079041
Grey, S. (2019). What can artificial languages reveal about morphosyntactic processing in bilinguals? Bilingualism: Language and Cognition, 23(1), 81–86. https://doi.org/10.1017/s1366728919000567
Halaweh, M. (2023). ChatGPT in education: Strategies for responsible implementation. Contemporary Educational Technology, 15(4), ep432. https://doi.org/10.30935/cedtech/13036
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spelling Cajamarco Blanco, SuseihPettit, Teri Leahttps://orcid.org/0009-0001-3714-16892025-05-20T15:03:02Z2025-05-20T15:03:02Z2025-05https://hdl.handle.net/20.500.12495/14406instname:Universidad El Bosquereponame:Repositorio Institucional Universidad El Bosquerepourl:https://repositorio.unbosque.edu.coLa presente revisión literaria académica explora el papel de la Inteligencia Artificial (IA) en el aprendizaje de idiomas, centrándose en su capacidad para mejorar la autonomía del alumno, la participación cultural, el pensamiento crítico y la instrucción personalizada. A partir de 53 fuentes académicas revisadas por pares y publicadas entre 2007 y 2025, el estudio utiliza una metodología estructurada basada en PRISMA para identificar los principales beneficios y limitaciones de las herramientas de IA. Los hallazgos sugieren que la IA puede mejorar la competencia escrita, la pronunciación y la comprensión mediante retroalimentación en tiempo real y entornos de aprendizaje adaptativos. Sin embargo, plantea inquietudes sobre la dependencia excesiva, la descarga cognitiva, los riesgos éticos y la estandarización lingüística. La revisión destaca las deficiencias en la investigación empírica a largo plazo, la formación docente y el diseño inclusivo de IA, lo que exige una mayor atención a la sensibilidad cultural y la autonomía del alumno. Se presentan una serie de propuestas didácticas para ayudar a los educadores a integrar la IA de forma significativa en el aula sin comprometer la creatividad ni las habilidades de pensamiento crítico del alumnado. Este estudio concluye que la IA, al combinarse con la instrucción docente, tiene el potencial de enriquecer el aprendizaje de idiomas en la educación.Universidad El BosquePregradoLicenciado en Bilingüismo con Énfasis en la Enseñanza del InglésThis literature review explores the role of Artificial Intelligence (AI) in language learning, focusing on the capacity to enhance learner autonomy, cultural engagement, critical thinking, and personalised instruction. Drawing from 53 peer-reviewed academic sources published between 2007 and 2025, the study uses a structured PRISMA-informed methodology to identify key benefits and limitations of AI tools. The findings suggest that AI can improve writing proficiency, pronunciation, and comprehension through real-time feedback and adaptive learning environments. However, it raises concerns regarding overreliance, cognitive offloading, ethical risks, and linguistic standardisation. The review highlights gaps in long-term empirical research, teacher training, and inclusive AI design, calling for greater attention to cultural sensitivity and learner agency. A series of classroom-based proposals. These are presented to help educators integrate AI meaningfully into the classroom without compromising the students’ creativity and critical thinking skills. This study concludes that AI, when balanced with teacher instruction, has the potential to enrich language learning in education.application/pdfAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/Acceso abiertohttps://purl.org/coar/access_right/c_abf2http://purl.org/coar/access_right/c_abf2Inteligencia artificial (IA)Aprendizaje de idiomasAutonomía del alumnoPensamiento críticoInstrucción personalizada370.1175Artificial intelligence (AI)Language learningLearner autonomyCritical thinkingPersonalized instructionMentes como máquinas, palabras humanas: una revisión bibliográfica sobre la IA en el aprendizaje de idiomas (2007–2025)Machine Minds, Human Words: A Literature Review on AI in Language Learning (2007–2025)Licenciatura en Bilingüismo con Énfasis en la Enseñanza del InglésUniversidad El BosqueFacultad de EducaciónTesis/Trabajo de grado - Monografía - Pregradohttps://purl.org/coar/resource_type/c_7a1fhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesishttps://purl.org/coar/version/c_ab4af688f83e57aaAdiguzel, T., Kaya, M. 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Applied Artificial Intelligence, 37(1). https://doi.org/10.1080/08839514.2023.2216051engORIGINALTrabajo de grado.pdfTrabajo de grado.pdfapplication/pdf4277723https://repositorio.unbosque.edu.co/bitstreams/c0bb8981-52b4-4027-98c9-6cbc7b018c23/download7fe895f3282d30bd514a21e1493c9cbbMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82000https://repositorio.unbosque.edu.co/bitstreams/3ba898d2-1f78-40e3-9650-64f2dc9660c1/download17cc15b951e7cc6b3728a574117320f9MD53Carta de autorizacion.pdfapplication/pdf481019https://repositorio.unbosque.edu.co/bitstreams/be8adb0f-703c-4908-855e-a471bd7e9f66/download9ee473c0d066833200c3b1a7efeea083MD55Anexo 1 acta de aprobacion.pdfapplication/pdf207318https://repositorio.unbosque.edu.co/bitstreams/648d8712-6dfe-441c-b34c-4bd288902a5a/downloadf2fa9024a54ece2730137146ccd4d814MD56CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8899https://repositorio.unbosque.edu.co/bitstreams/49edb343-ec70-4113-8848-4d52bb28bfe3/download3b6ce8e9e36c89875e8cf39962fe8920MD54TEXTTrabajo de grado.pdf.txtTrabajo de grado.pdf.txtExtracted texttext/plain76988https://repositorio.unbosque.edu.co/bitstreams/0eeaafb7-2514-41f5-91d8-d7710120cda3/download52efdfd863407dc1d1ae1f200c950484MD57THUMBNAILTrabajo de grado.pdf.jpgTrabajo de grado.pdf.jpgGenerated Thumbnailimage/jpeg4761https://repositorio.unbosque.edu.co/bitstreams/ad400a1f-a99c-4a16-8c51-da52b2c1de1c/downloadbf4e2e623adb865334c2930478f89738MD5820.500.12495/14406oai:repositorio.unbosque.edu.co:20.500.12495/144062025-05-21 05:06:24.492http://creativecommons.org/licenses/by-nc-nd/4.0/Attribution-NonCommercial-NoDerivatives 4.0 Internationalembargo2026-03-19https://repositorio.unbosque.edu.coRepositorio Institucional Universidad El Bosquebibliotecas@biteca.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