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Herramientas digitales impulsadas por inteligencia artificial para la retención de vocabulario en estudiantes de lenguas extranjeras: Un estudio basado en percepciones

Identification

Public canonical key

radar:r-b29392e0c81e0f0db8a40ff363e50e53

Authors

Vladimiro Xavier Jácome Paredes · Steven Mauricio Espinoza Romero · Cesar Enrique Andraus Quintero

Reported year

2025

Reported language

es

Source type

article

First detected

2026-11-13T12:44:29.630548+00:00

Last metadata observation

2026-11-13T12:44:29.630548+00:00

Last HTTP verification

Not checked

Institutions reported by the source

Universidad Estatal del Sur de Manabi · Universidad San Gregorio de Portoviejo

Reported affiliation countries

EC

Documentary abstract — original language

This study examines the use of AI-powered digital tools for vocabulary retention. It focuses on students enrolled in the Pedagogía de los Idiomas Nacionales y Extranjeros (PINE) program at Universidad Estatal del Sur de Manabí (UNESUM), Ecuador, where English is taught as a foreign language within the broader framework of language pedagogy. A quantitative, descriptive, and relational approach was used. Data were collected through an online survey. One hundred eleven students participated, all with experience using tools such as ChatGPT, intelligent tutoring systems, and augmented reality. The survey analyzed usage frequency, perceived effectiveness, and the role of multimedia resources in vocabulary learning. Many students reported better long-term retention, improved writing accuracy, and increased motivation. These benefits were linked to instant feedback and interactive features. However, some participants noted occasional errors and a lack of detailed explanations. Others mentioned limited opportunities for actual conversation practice. The findings align with studies emphasizing the importance of adaptive digital environments. While AI tools can enhance vocabulary learning, they still require improvements. Better student training and interface optimization are recommended. Integrating them into a hybrid learning model could maximize their benefits. Further studies are needed to understand their long-term impact. This research highlights the value of artificial intelligence in language teaching and opens the door to new opportunities.

Identifiers

OPENALEX

https://openalex.org/W4411790848

DOI

10.36097/rsan.v1i62.3579

Documentary context

Documentary family

article

Source-reported types

article

Publishers

University San Gregorio de Portoviejo

Entity mentions are not evidence of legal recognition. Jurisdiction studied is separate from author affiliation country.

Sources

OpenAlex · Record 1

• Document · https://doi.org/10.36097/rsan.v1i62.3579

Documentary status

Relevance pending

Library

This identity is not yet included in the Legal Library.