Uso de herramientas de inteligencia artificial en la enseñanza del español como segunda lengua
Keywords:
Artificial Intelligence, Language Education, Spanish Teaching, Chatbots, Automated Assessment, Inclusive LearningAbstract
Amidst the growing integration of AI in education, this study examines the use of specific tools like Mizou.com for conversational practice and Grok for assessment assistance in teaching Spanish as a second language. It explores how these tools enhance personalization, accessibility, and efficiency in language education while addressing limitations such as cultural nuances and emotional engagement. Initial results from a 22-student implementation show significant time savings (54.09%–61.82%) in assessment and improved data-driven instruction. The findings suggest that AI fosters inclusive learning environments aligned with Universal Design for Learning principles, though human supervision remains crucial. Future research should explore long-term impacts and cultural competence in AI systems.
References
Alier, M., García-Peñalvo, F.J. and Camba, J.D. 2024. “Generative artificial intelligence in education: from deceptive to disruptive.” International Journal of Interactive Multimedia and Artificial Intelligence 8 (5): 5–14.
Ayeni, O.O., Al Hamad, N.M., Chisom, O.N., Osawaru, B. and Adewusi, O.E. 2024, “AI in education: a review of personalized learning and educational technology.” GSC Advanced Research and Reviews 18 (2): 261–271.
Black, P. and Wiliam, D. 1998. “Assessment and classroom learning”. Assessment in Education: Principles, Policy and Practice 5 (1): 7–74, <https://doi.org/10.1080/0969595980050102>.
Chapelle, C. 2003. English language learning and technology: lectures on applied linguistics in the age of information and communication technology (Vol. 7). Amsterdam: John Benjamins Publishing.
Crompton, H., Edmett, A., Ichaporia, N. and Burke, D. 2024. “AI and English language teaching: affordances and challenges.” British Journal of Educational Technology 55 (6): 2503–2529.
Godwin-Jones, R. 2017. “Emerging technologies: autonomous language learning.” Language Learning & Technology 21 (3): 4–11.
Goodfellow, I., Bengio, Y., Courville, A. and Bengio, Y. 2016. Deep learning (Vol. 1, No. 2). Cambridge: MIT Press.
Gray, A., Rahat, A., Crick, T. and Lindsay, S. 2024. “A Bayesian active learning approach to comparative judgement within education assessment.” Computers and Education: Artificial Intelligence 6, 100226.
Harry, A. 2023. “Role of AI in education.” Interdisciplinary Journal and Humanity (INJURITY) 2 (3).
Instituto Cervantes. 2024. El español en el mundo: anuario del Instituto Cervantes 2024. Accessed: 8 November 2025, <https://cvc.cervantes.es/lengua/anuario/anuario_24/el_espanol_en_el_mundo_anuario_instituto_cervantes_2024.pdf>.
Kajiwara, Y. and Kawabata, K. 2024. “AI literacy for ethical use of chatbot: will students accept AI ethics?” Computers and Education: Artificial Intelligence 6, 100251.
Kim, H. and Park, M. 2023. “‘Virtual influencers' attractiveness effect on purchase intention: a moderated mediation model of the product--endorser fit with the brand.” Computers in Human Behavior 143, 107703.
Knoth, N., Tolzin, A., Janson, A. and Leimeister, J.M. 2024. “AI literacy and its implications for prompt engineering strategies.” Computers and Education: Artificial Intelligence 6, 100225.
Koç, F.Ş. and Savaş, P. 2025. “The use of artificially intelligent chatbots in English language learning: a systematic meta-synthesis study of articles published between 2010 and 2024.” ReCALL 37 (1): 4–21.
Lee, J., Hicke, Y., Yu, R., Brooks, C. and Kizilcec, R.F. 2024. “The life cycle of large language models in education: a framework for understanding sources of bias.” British Journal of Educational Technology 55 (5): 1982–2002.
Lee, S.J. and Kwon, K. 2024. “A systematic review of AI education in K-12 classrooms from 2018 to 2023: topics, strategies, and learning outcomes.” Computers and Education: Artificial Intelligence 6, 100211.
Limna, P., Jakwatanatham, S., Siripipattanakul, S., Kaewpuang, P. and Sriboonruang, P. 2022. “A review of artificial intelligence (AI) in education during the digital era.” Advance Knowledge for Executives 1 (1): 1–9.
Lyu, Y. 2024. “Effectiveness of chatbots in improving language learning: a meta-analysis of comparative studies.” International Journal of Applied Linguistics.
Martínez-Comesaña, M., Rigueira-Díaz, X., Larrañaga-Janeiro, A., Martínez-Torres, J., Ocarranza-Prado, I. and Kreibel, D. 2023. “Impact of artificial intelligence on assessment methods in primary and secondary education: systematic literature review.” Revista de Psicodidáctica (English ed.) 28 (2): 93–103.
Mizumoto, A. and Eguchi, M. 2023. “Exploring the potential of using an AI language model for automated essay scoring.” Research Methods in Applied Linguistics 2 (2), 100050.
Misiejuk, K., Kaliisa, R. and Scianna, J. 2024. “Augmenting assessment with AI coding of online student discourse: a question of reliability.” Computers and Education: Artificial Intelligence 100216.
Ng, D.T.K., Su, J., Leung, J.K.L. and Chu, S.K.W. 2023. “Artificial intelligence (AI) literacy education in secondary schools: a review.” Interactive Learning Environments 32 (10): 6204–6224.
Pedro, F., Subosa, M., Rivas, A. and Valverde, P. 2019. Artificial intelligence in education: challenges and opportunities for sustainable development. Accessed: 8 November 2025, <http://repositorio.minedu.gob.pe/handle/20.500.12799/6533>
Petersen, S.A. and Markiewicz, J.-K. 2008. “Personalised language learning on mobile devices.” Fifth IEEE International Conference on Wireless, Mobile, and Ubiquitous Technology in Education, WMUTE 2008, Beijing, China, 23–26 March 2008 95–102. Accessed: 8 November 2025, <https://www.researchgate.net/publication/220356402_Personalized_and_Contextualized_Language_Learning_Choose_when_Where_and_What>.
Reinders, H. and White, C. 2016. “20 years of autonomy and technology: how far have we come and where to next?” Language Learning & Technology 20 (2): 143–154.
Sáenz Valiente, P. 2024. Uso de la IA para personalizar el aprendizaje y mejorar la educación primaria. UNIR. Accessed: 8 November 2025, <https://www.unir.net/revista/educacion/ia-para-personalizar-aprendizaje-mejorar-educacion-primaria/>.
Settles, I.H., Jones, M.K., Buchanan, N.T., Dotson, K., Grower, P., O'Rourke, M. and Latimer, K. 2024. “Epistemic exclusion: a theory for understanding racism in faculty research evaluations.” American Psychologist 79 (4): 539.
Song, Y., Weisberg, L.R., Zhang, S., Tian, X., Boyer, K.E. and Israel, M. 2024. “A framework for inclusive AI learning design for diverse learners.” Computers and Education: Artificial Intelligence 100212.
Stollhans, S. 2024. “With AI translation tools so powerful, what is the point of learning a language.” The Conversation. Accessed: 8 November 2025, <https://theconversation.com/with-ai-translation-tools-so-powerful-what-is-the-point-of-learning-a-language-238068>.
Thoppilan, R., De Freitas, D., Hall, J., Shazeer, N., Kulshreshtha, A., Cheng, H.T. and Le, Q. 2022. “LaMDA: language models for dialog applications.” ArXiv preprint.
Vesselinov, R. and Grego, J. 2012. Duolingo effectiveness study. Accessed: 8 November 2025, <http://static.duolingo.com/s3/DuolingoReport_Final.pdf>.
Xiao, Y., Zhang, T. and He, J. 2024. “The promises and challenges of AI-based chatbots in language education through the lens of learner emotions.” Heliyon 10 (18) e37238.
Zhang, D., Mishra, S., Brynjolfsson, E., Etchemendy, J., Ganguli, D., Grosz, B. and Perrault, R. 2021. “The AI index 2021 annual report.” ArXiv preprint arXiv:2103.06312.
Zhu, X., Li, J., Liu, Y., Ma, C. and Wang, W. 2024. “A survey on model compression for large language models.” Transactions of the Association for Computational Linguistics 12: 1556–1577.
Downloads
Published
How to Cite
Issue
Section
License
Counting from volume 31 (2022), articles published in Diálogos Latinoamericanos are licensed under CC-BY 4.0. Read more about the license terms here https://creativecommons.org/licenses/by/4.0/.
No Creative Commons license applied on volumes 1-30. All rights reserved by the authors. Readers may download, read, and link to the articles, but they cannot republish the articles.
With the publication of volume 31 (2022), authors retain the full copyright to their articles and give Diálogos Latinoamericanos the right to the first publication. Authors also retain copyright to earlier versions of manuscripts, such as the submitted (pre-print) and the accepted manuscript (post-print).
Copyright to articles published in volumes 1-30 is held by the authors.
