The artificial intelligence tool ChatGPT and its impact on the development of the integrated writing skill in students at the International Learning' Institute
DOI:
https://doi.org/10.69639/arandu.v13i3.2599Palabras clave:
chatGPT, english written production, artificial intelligence, language learning, linguistic feedbackResumen
The present research analyzed the impact of the pedagogical use of ChatGPT on the development of English written production in students at the International Learning Institute, located in the city of Tulcán, Ecuador. The study arose from the difficulties identified in grammatical precision, spelling, syntactic organization, coherence, cohesion, and lexical variety of the texts produced by the students. The study was conducted with the entire population, consisting of 45 students aged between 14 and 22 years, with English proficiency levels ranging from A1 to B2. The research was developed using a quantitative approach, with a descriptive scope and a single-group exploratory design with a pretest and posttest. A questionnaire and a written production evaluation rubric were used for data collection. During the intervention, ChatGPT was used as a complementary tool to provide immediate feedback, identify grammatical and spelling errors, suggest improvements in textual structure, and promote vocabulary expansion. The results obtained through the diagnostic survey evidenced difficulties in sentence structuring, the use of varied vocabulary, punctuation, and grammatical accuracy, as well as differences in the frequency with which students used ChatGPT to support their writing. It is concluded that the planned, ethical, and supervised integration of ChatGPT can constitute a complementary strategy to strengthen English written production, if its application is accompanied by teacher guidance and the student's critical participation.
Descargas
Citas
Adel, A., Ahsan, A., & Davison, C. (2024). ChatGPT Promises and Challenges in Education: Computational and Ethical Perspectives. In Education Sciences (Vol. 14, Number 8). Multidisciplinary Digital Publishing Institute (MDPI). https://doi.org/10.3390/educsci14080814
Aliakbar, T. (2024). Exploring the Potential of ChatGPT in EFL Language Learning: Learners’ Reflections and Practices. https://doi.org/10.20944/PREPRINTS202412.2218.V1
Asamblea Nacional del Ecuador. (2008). Constitución de la República del Ecuador 2008 (Decreto Legislativo 0). Decreto Legislativo 0. https://www.gob.ec/sites/default/files/regulations/2020-06/CONSTITUCION%202008.pdf
Baidoo-Anu, D., & Owusu Ansah, L. (2023). Education in the Era of Generative Artificial Intelligence (AI): Understanding the Potential Benefits of ChatGPT in Promoting Teaching and Learning. Journal of AI, 7(1), 52–62. https://doi.org/10.61969/JAI.1337500
Baldrich, K., & Domínguez, J. C. (2024). El uso de ChatGPT en la escritura académica: Un estudio de caso en educación. Revista de Medios y Educación. https://recyt.fecyt.es/index.php/pixel/article/view/103527/79832
Carrillo, C. C. E., Herrera, B. V. A., & Cortes, S. J. N. (2023). Inteligencia Artificial para la escritura académica en investigación. Ciencia Latina Revista Científica Multidisciplinar, 7(4), 4604–4621. https://doi.org/10.37811/CL_RCM.V7I4.7304
Código Orgánico Integral Penal, COIP (2021). https://www.defensa.gob.ec/wp-content/uploads/downloads/2021/03/COIP_act_feb-2021.pdf
Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (Routledge, Ed.; 8th ed.). Taylor & Francis Group. www.routledge.com/cw/cohen
Cordero, M. L. J., Pachar, L. E. R., & Granados, R. J. F. (2025, March). Ethics in the application of artificial intelligence for the creation of academic work by students in the third year of high school. 593 Digital Publisher CEIT. https://www.593dp.com/index.php/593_Digital_Publisher/article/view/3150/2554
Dávila, A. (2022). El investigador y el paradigma de investigación. Revista Investigación, Transcomplejidad y Ciencia, 3(2), 1–16. https://revistasuba.com/index.php/INVESTIGACIONTRANSCOMPLEJIDADYCI/article/view/210/139
Dou, A., Xu, W., Li, X., Zhang, S., & Zhang, J. (2025). Artificial Intelligence in Language Learning: Bridging Gaps, Revealing Patterns, and Charting the Future. International Journal of Distance Education Technologies, 23(1). https://doi.org/10.4018/IJDET.385045
Farrokhnia, M., Banihashem, S. K., Noroozi, O., & Wals, A. (2024). A SWOT analysis of ChatGPT: Implications for educational practice and research. Innovations in Education and Teaching International, 61(3), 460–474. https://doi.org/10.1080/14703297.2023.2195846
George, D., & Mallery, P. (2016). IBM SPSS Statistics 23 Step by Step A Simple Guide and Reference fourteenth edition (Taylor & Francis, Ed.). www.routledge.com/9780134320250
Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for Language Teaching and Learning. RELC Journal, 54(2), 537–550. https://doi.org/10.1177/00336882231162868
Lee, J., & Ko, Y. (2026). AI versus humans: Impact of IPA, AI apps, and peer interactions on the English skills of EFL adolescents. System, 140, 104040. https://doi.org/10.1016/J.SYSTEM.2026.104040
Liu, W. (2024). A Systematic Review of Automated Writing Evaluation Feedback: Validity, Effects and Students’ Engagement. Language Teaching Research Quarterly, 45, 86–105. https://doi.org/10.32038/ltrq.2024.45.05
Medina, R. M., Rojas, L. R., Bustamante, H. W., Loaiza, C. R., Martel, C. C., & Castillo, A. R. (2023). METODOLOGÍA DE LA INVESTIGACIÓN TÉCNICAS E INSTRUMENTOS DE INVESTIGACIÓN (Wilson Sucari, Patty Aza, & Antonio Flores, Eds.; Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú S.A.C. https://doi.org/10.35622/inudi.b.080
Mills, G. E., & Jordan, A. W. (2022). Educational Research: Competencies for Analysis and Applications (13th ed.). https://www.pearson.com/en-us/subject-catalog/p/educational-research-competencies-for-analysis-and-applications/P200000001512/9780137534944?srsltid=AfmBOopLZZuTcNTfhvJnuVdkLKw-WZK9cJur8LTssmCgdchWk742MTBP
Ossa, C., & Willatt, C. (2023). Providing academic writing feedback assisted by Generative Artificial Intelligence in initial teacher education contexts. European Journal of Education and Psychology, 16(2). https://doi.org/10.32457/EJEP.V16I2.2412
Párraga Solórzano, R. J., Acosta Isidor, Z., Ricardo Suárez, J., & Limones Borbor, J. (2024). Impacto de las estrategias metodológicas en el aprendizaje del idioma inglés en estudiantes de nivel elemental en comunidades de la provincia de Santa Elena. LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, 5(5). https://doi.org/10.56712/LATAM.V5I5.2766
Román, M. G. M., Ibarra, B. S. N., Jordán, E. R. P., Chiluisa, E. A. P., Ibarra, R. E. N., & Pérez, J. C. M. (2026). La inteligencia artificial generativa y la formación del juicio crítico en la adolescencia. Revista Veritas de Difusão Científica, 7(2), 1555-1579.
Secretaría Nacional de Planificación. (2025, August). PLAN NACIONAL DE DESARROLLO 2025-2029. https://intranet.msp.gob.ec/images/Documentos/Descargas/013%20PlanNacionalDeDesarrollo25-29_EcuadorNoSeDetiene_compressed-1.pdf
UNESCO. (2024). Guía para el uso de IA generativa en educación e investigación. Unesco, 1–49. https://unesdoc.unesco.org/ark:/48223/pf0000389227.locale=en
Venegas, M. V. L., Esquivel, G. J., Gonzales, B. M. T., & Altamirano, J. Y. (2025). Validez y confiabilidad en investigaciones en ciencias sociales y políticas. Análisis comparativo en los enfoques cuantitativo, cualitativo y mixto. Cuestiones Políticas, 43(83), 97–121. https://doi.org/10.5281/ZENODO.17757052
Vizcaíno, Z. P. I., Cedeño, C. R. J., & Maldonado, P. I. A. (2023). Metodología de la investigación científica: guía práctica. Ciencia Latina Internacional, 7(4), 9723–9760. https://ciencialatina.org/index.php/cienciala/article/view/7658/11619
Yan, Y., Liu, H., & Chau, T. (2025). A Systematic Review of AI Ethics in Education: Challenges, Policy Gaps, and Future Directions. Journal of Global Information Management, 33(1). https://doi.org/10.4018/JGIM.386381
Zhai, Y., & Nezakatgoo, B. (2025). Evaluating AI-Powered Applications for Enhancing Undergraduate Students’ Metacognitive Strategies, Self-Determined Motivation, and Social Learning in English Language Education. Scientific Reports, 15(1), 35199. https://doi.org/10.1038/S41598-025-19118-Z
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2026 Paul Sebastián Montenegro Rosero, Elena Valeria Flores Borja
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
