Artificial intelligence in language learning: a tool or a threat?
DOI:
https://doi.org/10.35381/e.k.v9i17.4980Palabras clave:
Artificial intelligence, English language learning, tool; threat, (UNESCO Thesaurus).Resumen
ABSTRACT
The objective of this study was to analyze artificial intelligence in language learning, as either a tool or a threat. Methodologically, it was based on a descriptive quantitative study that utilized a survey method, using a structured Likert scale questionnaire. This instrument was validated by experts and had a Cronbach’s alpha coefficient of 0.80, indicating acceptable reliability. As a result, the development of the four skills was observed: speaking, through the creation of innovative oral activities; listening, through participation in listening comprehension exercises; reading, through the comprehension of various texts; and writing, through the production of written work. In conclusion, the use of artificial intelligence has been perceived as a tool when employed for academic progress and for life; conversely, it has constituted a threat when used merely to complete tasks without promoting meaningful learning.
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Derechos de autor 2026 Diana Andrea Gómez-Sigsig
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