Retroalimentación humano–IA en la escritura académica en inglés: percepciones y complementariedad en la educación ecuatoriana
Palabras clave:
Retroalimentación humano–IA; escritura académica; inglés como lengua extranjera; inteligencia artificial generativa; educación secundaria.Resumen
La inteligencia artificial generativa ha ampliado las fuentes de retroalimentación disponibles para estudiantes de secundaria que escriben en inglés como lengua extranjera, pero su valor educativo depende de cómo las respuestas automatizadas se articulan con el juicio docente y no únicamente de su rapidez. El estudio examinó los roles percibidos, las fortalezas y la complementariedad de la retroalimentación docente y la generada por IA en la educación secundaria ecuatoriana. Se utilizó un diseño cuantitativo, transversal, no experimental y descriptivo-comparativo con la base original de 60 estudiantes de secundaria y 5 docentes de inglés. Los estudiantes respondieron un cuestionario de 48 ítems y los docentes uno de 54, ambos con escala Likert de cinco puntos. Se aplicaron estadísticos descriptivos, intervalos de confianza, porcentajes de acuerdo, comparaciones pareadas y pruebas no paramétricas exploratorias. Los estudiantes valoraron favorablemente la retroalimentación docente (M = 4,04) y la generada por IA (M = 3,98), sin diferencia global estadísticamente significativa, t (79) = 1,40, p = 0,164. La IA se asoció principalmente con objetividad, accesibilidad e inmediatez; el docente, con personalización, comprensión de las necesidades del estudiante y calidad de las explicaciones. Los docentes también mostraron percepciones favorables sobre preparación institucional (M = 4,07), intención de uso (M = 4,03) y efectividad de la IA (M = 3,99), junto con preocupación ética moderada (M = 3,02). Debido a que varios bloques presentaron diagnósticos débiles de consistencia interna, los hallazgos se interpretan principalmente a nivel de ítem y como evidencia exploratoria. Los resultados favorecen un modelo complementario humano–IA y señalan la necesidad de instrumentos validados y medidas directas del desempeño escrito.
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Derechos de autor 2026 Edisson Javier Vélez Sánchez, Jostin Javier Fernández Macías, Pamela Nicolle Cedeño Loor, Steeven Josue Valencia Cedeño, Miguel Macías Loor
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