Attitudes and perceptions: the role of artificial intelligence in the training of future secondary school foreign language teachers

Noelia Mª Galán-Rodríguez; María Bobadilla-Pérez; Eduardo Barros-Grela

doi:10.1590/1983-3652.2025.51692

Autores

Noelia Mª Galán-Rodríguez Universidade da Coruña, College of Education, Department of Specific Teaching Training and Research and Diagnosis Methods in Education, A Coruña, Spain https://orcid.org/0000-0001-6662-7269
María Bobadilla-Pérez Universidade da Coruña, College of Education, Department of Specific Teaching Training and Research and Diagnosis Methods in Education, A Coruña, Spain https://orcid.org/0000-0002-4972-5980
Eduardo Barros-Grela Universidade da Coruña, College of Arts and Letters, Department of English, A Coruña, Spain https://orcid.org/0000-0002-7533-5580

DOI:

https://doi.org/10.1590/1983-3652.2025.51692

Palavras-chave:

Ensino de línguas estrangeira, Inteligência artificial, Ensino secundário, TWEE, Perspectivas pedagógicas

Resumo

Este estudo explora as atitudes dos futuros professores de línguas estrangeiras relativamente à integração da inteligência artificial (IA) nas suas práticas de ensino, centrando-se na ferramenta TWEE. Utilizando uma abordagem de métodos mistos, os dados de 29 professores de ensino secundário em início de carreira em Espanha foram analisados utilizando a análise SWOT para avaliar os pontos fortes, os pontos fracos, as oportunidades e as ameaças da TWEE. Os pontos fortes internos incluem a variedade de recursos e o carácter prático, enquanto os pontos fracos envolvem questões de interface e restrições linguísticas. As oportunidades externas incluem a criação rápida de atividades, enquanto as ameaças se centram em preocupações éticas e riscos de redundância de professores. Apesar das preocupações, os participantes expressam geralmente uma atitude positiva em relação à IA, reconhecendo o seu potencial para melhorar as tarefas escritas, a motivação e o letramento tecnológico. As implicações pedagógicas sublinham a necessidade de uma abordagem equilibrada da integração da IA, tendo em conta a acessibilidade e as preocupações éticas. Sugere-se mais investigação para explorar a implementação de ferramentas de IA nas salas de aula. Este estudo contribui para a compreensão do papel da IA no ensino das línguas e serve de base ao planeamento estratégico para a sua integração.

Biografia do Autor

Noelia Mª Galán-Rodríguez, Universidade da Coruña, College of Education, Department of Specific Teaching Training and Research and Diagnosis Methods in Education, A Coruña, Spain

Noelia Mª Galán-Rodríguez holds a Ph D from the University of A Coruña, University of Santiago de Compostela and University of Vigo on Advanced English Studies. She teaches Foreign Language Teaching and Methodologies at the School of Education (Universidade da Coruña) and English courses at UNED. Her research interests are affective and cognitive factors in FL learning, plurilingualism, intertextuality, transmedia narratives and popular culture.
María Bobadilla-Pérez, Universidade da Coruña, College of Education, Department of Specific Teaching Training and Research and Diagnosis Methods in Education, A Coruña, Spain

María Bobadilla-Pérez is an Associate Professor in the Department of Department of Specific Didactics and Research Methods at the University of A Coruna (Spain). She teaches different courses of Foreign Language Teaching and Bilingual/Plurilingual Education. She received a Ph.D. in Languages and Literature at the State University of New York (2004) and has a Ph.D. in the same area from the University Complutense of Madrid (2006). As an interdisciplinary researcher, her main field of studies are concerned with Second Language Acquisition, Bilingual and Plurilingual Education and Didactics of Language, Literatures and Culture. Orcid: https://orcid.org/0000-0002-4972-5980. Author ID: 56716457000 .
Eduardo Barros-Grela, Universidade da Coruña, College of Arts and Letters, Department of English, A Coruña, Spain

EDUARDO BARROS GRELA (Universidade da Coruña) teaches literature and culture, and is interested in film, space and place in the Humanities, Irish Studies and Contemporary American Fiction.

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