Actualidades Investigativas en Educación ISSN electrónico: 1409-4703

OAI: https://revistas.ucr.ac.cr/index.php/aie/oai
Evaluación de la inteligencia artificial y de la calibración de docentes en los cursos de escritura de inglés como lengua extranjera en una universidad pública costarricense
PDF (English)

Palabras clave

artificial intelligence
assessment
higher education
second language instruction
writing (composition)
inteligencia artificial
evaluación
educación superior
enseñanza de una lengua extranjera
expresión escrita

Cómo citar

Charpentier-Jiménez, W. (2024). Evaluación de la inteligencia artificial y de la calibración de docentes en los cursos de escritura de inglés como lengua extranjera en una universidad pública costarricense. Actualidades Investigativas En Educación, 24(1), 1–25. https://doi.org/10.15517/aie.v24i1.55612

Resumen

Este artículo explora la evaluación de la inteligencia artificial (IA) en cursos de escritura en inglés como lengua extranjera (ILE) y la importancia de la calibración en las evaluaciones de escritura. El papel de la calibración ha recibido poca atención en contextos lingüísticos, mientras que la inteligencia artificial ha ganado mayor reconocimiento en los últimos años. La investigación se realizó desde agosto de 2022 hasta marzo de 2023, e involucró a ocho estudiantes de TESOL en un bachillerato en inglés como lengua extranjera (ILE) en una universidad pública de Costa Rica: diez docentes de TESOL a nivel universitario y un software de IA. Se utilizó un diseño cuasiexperimental cuantitativo y una recopilación de datos de elicitación de lenguaje. Los datos fueron recopilados mediante una rúbrica que midió la producción escrita. Los datos cuantitativos se analizaron utilizando estadística descriptiva. El análisis de datos indica que: 1) los párrafos creados por humanos (X̄ = 7,56) y la escritura de IA (X̄ = 7,61) producen resultados similares; 2) algunos criterios pueden favorecer la creatividad humana o la escritura orientada a reglas; y 3) el profesorado presenta inconsistencias al calificar la escritura humana en particular. Estos hallazgos demuestran que la IA se equipara, al menos a nivel básico, con las habilidades de escritura humana. Además, los datos muestran que el estudiantado puede estar quedándose atrás en aspectos como gramática, vocabulario y puntuación. Finalmente, el análisis indica que la calificación de docentes carece de consistencia, y un modelo de calibración debería ser incorporado como parte de su formación.

https://doi.org/10.15517/aie.v24i1.55612
PDF (English)

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