El uso de herramientas de inteligencia artificial (ChatGPT, Grammarly, DeepL) en el aprendizaje autodirigido del inglés en universidades ecuatorianas
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https://doi.org/10.70881/mcj/v4/n2/150Palabras clave:
gamificación, activo, dinámicas, enseñanza, rendimientoResumen
La integración de herramientas de inteligencia artificial (IA) en la enseñanza y aprendizaje de idiomas ha experimentado un crecimiento sin precedentes en los últimos años. El presente estudio examina el uso de ChatGPT, Grammarly y DeepL como recursos de apoyo al aprendizaje autónomo del inglés en estudiantes universitarios ecuatorianos. Mediante un diseño cuantitativo descriptivo con una muestra de 40 estudiantes de la Universidad Agraria del Ecuador (UAE), se aplicó un cuestionario validado para medir la frecuencia de uso, utilidad percibida y efecto sobre la autonomía en el aprendizaje. Los resultados muestran que el 90% de los participantes utiliza ChatGPT con regularidad, seguido de Grammarly (80%) y DeepL (70%), y que todas las herramientas presentan puntuaciones de utilidad percibida superiores a 4.0 en una escala de 1 a 5. Asimismo, se evidenció una mejora estadísticamente significativa en dimensiones clave del aprendizaje autorregulado, tales como el establecimiento de metas, la gestión de recursos y la motivación. Se concluye que las herramientas de IA constituyen un recurso eficaz para potenciar el aprendizaje autónomo del inglés, aunque su integración pedagógica requiere orientación docente para prevenir dependencia cognitiva
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Derechos de autor 2026 Margarita Elisa Montero Bastidas, Lady Viviana Quintuña Barrera (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
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