Reducir las diferencias sociales con la IA: mejorar el acceso a la terminología lingüística especializada
Palabras clave:
inteligencia artificial, tecnologías de IA, herramientas de IA, ChatGPT, lengua inglesa
Resumen
Este artículo explora el papel transformador de la inteligencia artificial (IA) a la hora de abordar las desigualdades sociales en la enseñanza de idiomas, mejorando el acceso a la terminología lingüística especializada. A medida que la educación evoluciona en la era digital, la IA emerge como una herramienta revolucionaria que personaliza y mejora la experiencia de aprendizaje, haciendo que la adquisición de lenguas extranjeras sea más accesible y eficaz. El estudio se centra en la aplicación de ChatGPT en el aprendizaje de lenguas extranjeras, demostrando cómo la IA puede optimizar los resultados del aprendizaje proporcionando apoyo individualizado y un acceso más amplio a materiales auténticos. Aprovechando la IA, los estudiantes pueden mejorar su dominio de la terminología especializada, perfeccionar su comunicación oral y mejorar sus habilidades de escritura. La investigación subraya el potencial de ChatGPT para salvar las brechas sociales en la educación ofreciendo un acceso equitativo a recursos de aprendizaje de idiomas de alta calidad, lo que permite a alumnos de diversos orígenes lograr mejores resultados educativos. El estudio concluye que la IA, y ChatGPT en particular, es una poderosa herramienta para democratizar la enseñanza de idiomas y mejorar la competencia lingüística especializada.
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Lopukhina, R., Silchenkov, I., Sadykova, D., Kozachek, A., Kochetkov, E., & Shelygov, A. (2024). “Impact of digitalization on improving the efficiency of training specialists with knowledge of foreign languages”. Revista Conrado, 20 (96), 548-554.
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Seghier, M. L. (2023). “ChatGPT: Not all languages are equal”. Nature, 615, 216-216. http:// dx.doi.org/10.1038/d41586-023-00680-3
Abdullaev, I., Prodanova, N., Bhaskar, K. A., Lydia, E. L., Kadry, S., & Kim, J. (2023b). ”Task offloading and resource allocation in iot based mobile edge computing using deep learning”. Computers, Materials & Continua, 76 (2), 1463-1477. https://doi.org/10.32604/ cmc.2023.038417
Ali, J. K. M., Shamsan, M. A. A., Hezam, T. A., & Mohammed, A. A. (2023). “Impact of ChatGPT on learning motivation: Teachers and students’ voices”. Journal of English Studies in Arabia Felix, 2 (1), 41-49. https://doi.org/10.56540/jesaf.v2i1.51
Anokhin, K. V., Novoselov, K. S., Smirnov, S. K., Efimov, A. R., & Matveev, F. M. (2022). “Iskusstvennyi intellekt dlia nauki i nauka dlia iskusstvennogo intellekta” [“Artificial intelligence for science and science for artificial intelligence”]. Voprosy filosofii, 3, 93-105. https://doi. org/10.21146/0042-8744-2022-3-93-105
Baker, R. (2016). “Stupid tutoring systems, intelligent humans”. International Journal of Artificial Intelligence in Education, 26 (2), 600-614. http://dx.doi.org/10.1007/s40593-016-0105-0
Batashev, R., Ollanazarov, B., & Shichiyakh, R. (2023). “Impact of innovative activities in the process of education of future specialists of the tourism industry”. Revista Gestão & Tecnologia, 23, 278-286.
Bialik, M., Holmes, W., & Fadel, C. (2022). Iskusstvennyi intellekt v obrazovanii [Artificial Intelligence in Education]. Moscow: Alpina PRO, pp. 304.
Cherkasova, E. A. (2023). “Primenenie iskusstvennogo intellekta v obuchenii angliiskomu iazyku v neiazykovom vuze: Analiz chata GPT v kontekste otsenki pismennykh rabot” [“Implementation of artificial intelligence in English language teaching in a non-language university: Analyzing Chat GPT in the context of automated writing assessment”]. Business. Education. Law, 4 (65), 437-442.https://doi.org/10.25683/VOLBI.2023.65.837
Chernova, O., Litvinov, A., Telezhko, I., & Ermolova, T. (2022). “Teaching science language grammar to would be translators in vocationally oriented language learning via m-learning”. Frontiers in Education, 7, 905800. https://doi.org/10.3389/feduc.2022.905800
Eflova, M., Maximova, O., Nagmatullina, L., & Belyaev, V. (2023). “Digital socialization of youth: Significant changes in the context of global systemic transformations”. Interacción y Perspectiva, 14 (1), 221-229. https://doi.org/10.5281/zenodo.10456285
Eltanskaia, E. A., & Arzhanovskaia, A. V. (2024). “Tekhnologii primeneniia iskusstvennogo intellekta v obuchenii inostrannomu iazyku” [“Technologies of implementing artificial intelligence in teaching foreign languages”]. Mir nauki, kultury, obrazovaniya, 1 (104), 43-46. https://doi.org/10.24412/1991-5497-2024-1104-43-46
Fomin, M. A., & Sadovikov, N. E. (2022). “Vozmozhnosti primeneniia tekhnologii iskusst- vennogo intellekta pri izuchenii inostrannogo iazyka v vuze” [“Possibilities of using AI technologies in foreign language learning at universities”]. Molodezhnaia nauka: Tendentsii razvitiia, 3, 6-11.
Gabidullina, F., Nikiforova, N., Afanasyeva, I., & Zharov, A. (2023). “Improvement of the learning process: The experience of introducing a cumulative system in assessing student learning success in distance learning”. European Journal of Contemporary Education, 12 (4), 1223-1230. https://doi.org/10.13187/ejced.2023.4.1223
Garkusha, N. S., & Gorodova, Iu. S. (2023). “Pedagogicheskie vozmozhnosti CHATGPT dlia razvitiia kognitivnoi aktivnosti studentov” [“Pedagogical opportunities of ChatGPT for developing cognitive activity of students”]. Vocational Education and Labor Market, 11 (1), 6-23. https://doi.org/10.52944/PORT.2023.52.1.001
Hussin, A. A. (2018). “Education 4.0 made simple: Ideas for teaching”. International Journal of Education & Literacy Studies, 6 (3), 92-98. https://doi.org/10.7575/AIAC. IJELS.V.6N.3P.92
Islamov, R. S. (2020). “Iskusstvennyi intellekt v informatsionno-kommunikatsionnykh tekhnologiiakh i ego vliianie na obuchenie inostrannomu iazyku v vysshei shkole” [“Artificial intelligence in information and communication technologies and its influence on foreign language teaching at higher school”]. Philology. Theory & Practice, 13 (12), 300-305. https://doi. org/10.30853/filnauki.2020.12.61.
Ivakhnenko, E. N., & Nikolskii, V. S. (2023). “ChatGPT v vysshem obrazovanii i nauke: Ugroza ili tsennyi resurs?” [“ChatGPT in higher education and science: A threat or a valuable resource?”]. Higher Education in Russia, 4, 9-22. https://doi.org/10.31992/0869-3617- 2023-32-4-9-22.
Kabzhanova, G., Aubakirova, R., Belenko, O., & Tursungozhinova, G. (2024). “Designing effective pedagogical strategies for fostering meta-competence using smart resources in language training”. European Journal of Contemporary Education, 13 (1), 54-66. https://doi. org/10.13187/ejced.2024.1.54
Kantorovich, T. M., & Pavliutina, O. M. (2023). Iskusstvennyi intellekt v izuchenii i prepodavanii inostrannykh iazykov [Artificial intelligence in learning and teaching foreign languages]. In: Iazyk. Kommunikatsiia. Kultura: Collection of conference abstracts (pp. 38-39). Grodno: Yanka Kupala State University of Grodno.
Kiselitsa, E., Liman, I., Shilova, N., Vilkov, I., & Danilova, E. (2024). “Use of distance technologies in developing the STEM trajectory of training”. Revista Conrado, 20 (97), 472-480.
Knyazeva, N., Mikhailova, I., Usmanova, N., & Shindina, T. (2023). “Overcoming barriers to the development of higher education teacher digital competencies: Challenges and solutions”. Revista Gestão & Tecnologia, 23, 297-308.
Kostiukovich, E. Iu. (2023). “Primenenie iskusstvennogo intellekta v obuchenii angliiskomu iazyku v vuze” [“The use of artificial intelligence in teaching English at a university”]. Modern Pedagogical Education, 1, 492-495.
Kostiunina, S. A. (2022). “Rol iskusstvennogo intellekta v izuchenii inostrannykh iazykov” [“The role of artificial intelligence in learning foreign languages”]. Vestnik nauki, 2 (47), 38- 42.
Kotenko, V. V., & Lutsenko, N. O. (2020). “Perspektivy primeneniia tekhnologii iskusst- vennogo intellekta na nachalnom etape izucheniia inostrannogo iazyka v neiazykovom vuze” [“Prospects for application of artificial intelligence technologies in linguistics at initial stage of learning”]. Uchenye zapiski universiteta imeni P. F. Lesgafta, 4 (182), 231-235.
Li, D., & Fu, X. (2022). “The effects of personalized L2 pronunciation instruction using speech recognition software on Chinese EFL learners’ pronunciation accuracy and self-efficacy”. Computer Assisted Language Learning and Teaching, 33 (1), 1-23.
Ling, P., Isaeva, N., Bolzan, N., Kolganov, S., Chirich, I., & Zhabchik, S. (2023). “Student motivation in humanities: Its impact on academic performance and professional development”. Interacción y Perspectiva, 14 (1), 230-243.
https://doi.org/10.5281/zenodo.10456690.
Litwinowa, M., Gasanbekov, S., Lawrencenko, S., Shtukareva, E., Borodina, M., & Golubeva, T. (2022). “Improving the stylistic and grammar skills of future translators, depending on the use of electronic editors and methods of working with the text in the translation process”. Revista Conrado, 18 (86), 125-130.
Lopukhina, R., Silchenkov, I., Sadykova, D., Kozachek, A., Kochetkov, E., & Shelygov, A. (2024). “Impact of digitalization on improving the efficiency of training specialists with knowledge of foreign languages”. Revista Conrado, 20 (96), 548-554.
Pokrivcakova, S. (2019). “Preparing teachers for the application of AI-powered technologies in foreign language education”. Journal of Language and Cultural Education, 7 (3), 135-153. http://dx.doi.org/10.2478/jolace-2019-0025
Seghier, M. L. (2023). “ChatGPT: Not all languages are equal”. Nature, 615, 216-216. http:// dx.doi.org/10.1038/d41586-023-00680-3
Publicado
2024-11-04
Cómo citar
Okhremenko, I., Vasyukov, V., Shapauov, A., Kochetkov, E., & Panova, E. (2024). Reducir las diferencias sociales con la IA: mejorar el acceso a la terminología lingüística especializada. Interacción Y Perspectiva, 15(1), 98-108. https://doi.org/10.5281/zenodo.14031159
Sección
Artículos de Investigación
