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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

Clé publique

radar:r-b29392e0c81e0f0db8a40ff363e50e53

Auteurs

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

Année déclarée

2025

Langue déclarée

es

Type source

article

Première détection

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

Dernière observation des métadonnées

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

Dernière vérification HTTP

Non effectuée

Institutions déclarées par la source

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

Pays d’affiliation déclarés

EC

Résumé documentaire — langue originale

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.

Identifiants

OPENALEX

https://openalex.org/W4411790848

DOI

10.36097/rsan.v1i62.3579

Repères documentaires

Famille documentaire

article

Types déclarés par les sources

article

Éditeurs

University San Gregorio de Portoviejo

Les mentions d’entités ne constituent pas une preuve de reconnaissance juridique. La juridiction étudiée est distincte du pays d’affiliation des auteurs.

Sources

OpenAlex · Document 1

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

Statut documentaire

Pertinence à examiner

Bibliothèque

Cette identité n’est pas encore intégrée à la Bibliothèque juridique.