Feedback humano–IA na escrita acadêmica em inglês: percepções e complementaridade no educação equatoriana
Palavras-chave:
Feedback humano–IA; escrita acadêmica; inglês como língua estrangeira; inteligência artificial generativa; ensino médio.Resumo
A inteligência artificial generativa ampliou as fontes de feedback disponíveis para estudantes do ensino médio que escrevem em inglês como língua estrangeira, mas seu valor educacional depende de como as respostas automatizadas se articulam com o julgamento docente, e não apenas de sua rapidez. O estudo examinou os papéis percebidos, as fortalezas e a complementaridade do feedback docente e do feedback gerado por IA no ensino médio equatoriano. Utilizou-se um desenho quantitativo, transversal, não experimental e descritivo-comparativo com a base original de 60 estudantes do ensino médio e 5 professores de inglês. Os estudantes responderam a um questionário de 48 itens e os professores a um de 54, ambos em escala Likert de cinco pontos. Foram aplicadas estatísticas descritivas, intervalos de confiança, percentuais de concordância, comparações pareadas e testes não paramétricos exploratórios. Os estudantes avaliaram positivamente o feedback docente (M = 4,04) e o gerado por IA (M = 3,98), sem diferença global estatisticamente significativa, t (79) = 1,40, p = 0,164. A IA foi associada principalmente à objetividade, acessibilidade e imediaticidade; o professor, à personalização, compreensão das necessidades e qualidade das explicações. Os docentes também relataram percepções favoráveis de preparação institucional (M = 4,07), intenção de uso (M = 4,03) e efetividade da IA (M = 3,99), com preocupação ética moderada (M = 3,02). Como vários blocos apresentaram diagnósticos frágeis de consistência interna, os resultados são interpretados sobretudo no nível dos itens e como evidência exploratória. Os achados favorecem um modelo complementar humano–IA e reforçam a necessidade de instrumentos validados e medidas diretas do desempenho escrito.
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