La enseñanza de formas pragmalingüísticas del inglés asistida por inteligencia artificial en la formación de profesores de inglés en Chile.
Loading...
Date
2026
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad de Concepción
Abstract
La presente investigación doctoral examina el impacto de la enseñanza explícita de formas pragmalingüísticas mediada por Inteligencia Artificial (IA) en la Formación Inicial de Profesores de Inglés (FIPI) en Chile, mediante un diseño mixto secuencial estructurado en tres fases complementarias. Los objetivos planteados son: (a) evaluar el nivel de conocimiento pragmático y conciencia metapragmática (CM) de los formadores, junto con el grado de explicitud e implicitud de estas competencias en doce programas de formación; y (b) medir el efecto del uso de un avatar asistido por IA en la enseñanza de formas pragmalingüísticas de persuasión. Asimismo, c) Asimismo, se analizaron las percepciones de los participantes respecto de la experiencia tecnológica, a fin de examinar la valoración del sistema de interacción mediado por inteligencia artificial y su contribución percibida al aprendizaje del inglés.
El primer estudio, de carácter descriptivo y vinculado al Objetivo General 1 de la investigación, examinó la integración de la pragmática en la Formación Inicial de Profesores de Inglés (FIPI) en Chile. Inicialmente, se analizaron las percepciones de los formadores en cuatro dimensiones relacionadas con su enseñanza. Posteriormente, se realizó un análisis curricular (AC) orientado a determinar su incorporación formal en los planes de estudio. Los resultados evidenciaron una brecha estructural entre el reconocimiento teórico de la relevancia de la pragmática y su institucionalización curricular, en línea con lo señalado por Kathleen Bardovi-Harlig (2013) respecto de la insuficiente sistematicidad de la instrucción pragmática en contextos de L2.
El segundo estudio, asociado al Objetivo General 2 y al Objetivo Específico 3, correspondió a un diseño cuasi-experimental (CE) que evaluó el efecto de una intervención mediada por un avatar asistido por inteligencia artificial ( IA) en profesores en formación (n = 43). Para ello, se aplicaron un pre-test (PT) y un post-test (PS), considerando medidas de reconocimiento, producción oral y conciencia metapragmática (CM). Los resultados evidenciaron diferencias estadísticamente significativas a favor del grupo experimental, con tamaños de efecto elevados, hallazgos que dialogan con la evidencia empírica sobre instrucción explícita en pragmática documentada por Naoko Taguchi (2015, 2018).
El tercer estudio, vinculado al Objetivo General 2 y a los Objetivos Específicos 4 y 5, analizó las percepciones estudiantiles respecto de la intervención mediada por inteligencia artificial, particularmente en relación con la facilidad de uso del sistema, la calidad de la Retroalimentación Automatizada (RA) y la percepción de progreso en el uso del inglés. Sus resultados evidenciaron altos niveles de aceptación tecnológica y valoración positiva de la experiencia de aprendizaje, aportando evidencia complementaria para evaluar la viabilidad pedagógica y la potencial integración curricular de este tipo de tecnologías en la formación inicial docente.
En conjunto, los hallazgos confirman que la enseñanza explícita mediada por IA fortalece el desarrollo de la competencia pragmática en la FIPI y refuerza la necesidad de su incorporación sistemática en los programas formativos.
This doctoral research examines the impact of explicit instruction of pragmalinguistic forms mediated by Artificial Intelligence (AI) in English Language Teacher Education (ELTE) in Chile through a sequential mixed-methods design structured in three complementary phases. The study pursued three main objectives: (a) to evaluate teacher educators’ level of pragmatic knowledge and metapragmatic awareness (MA), together with the degree of explicitness and implicitness of these competencies across twelve teacher education programs; (b) to measure the effect of using an AI-assisted avatar for teaching pragmalinguistic forms of persuasion; and (c) to analyze participants’ perceptions of the technological experience in order to examine their evaluation of the AI-mediated interaction system and its perceived contribution to English language learning. The first study, descriptive in nature and linked to General Objective 1, examined the integration of pragmatics within English Language Teacher Education (ELTE) programs in Chile. Initially, teacher educators’ perceptions were analyzed across four dimensions related to pragmatics instruction. Subsequently, a Curriculum Analysis (CA) was conducted to determine the formal incorporation of pragmatics into the curricula. Findings revealed a structural gap between the theoretical recognition of pragmatics and its curricular institutionalization, consistent with Kathleen Bardovi-Harlig’s (2013) observations regarding the insufficient systematicity of pragmatic instruction in L2 contexts. The second study, associated with General Objective 2 and Specific Objective 3, adopted a quasi-experimental design (QED) to evaluate the effect of an AI-assisted avatar intervention on pre-service teachers (n = 43). A pre-test (PT) and post-test (PS) were administered, considering measures of recognition, oral production, and metapragmatic awareness (MA). Results showed statistically significant differences in favor of the experimental group, with large effect sizes. These findings are consistent with empirical evidence on explicit pragmatic instruction documented by Naoko Taguchi (2015, 2018). The third study, linked to General Objective 2 and Specific Objectives 4 and 5, analyzed students’ perceptions of the AI-mediated intervention, particularly regarding system usability, the quality of Automated Feedback (AF), and perceived progress in English language use. Results indicated high levels of technological acceptance and positive evaluations of the learning experience, providing complementary evidence regarding the pedagogical feasibility and potential curricular integration of AI-mediated technologies in teacher education. Overall, the findings confirm that AI-mediated explicit instruction strengthens the development of pragmatic competence in ELTE and reinforces the need for its systematic incorporation into teacher education programs.
This doctoral research examines the impact of explicit instruction of pragmalinguistic forms mediated by Artificial Intelligence (AI) in English Language Teacher Education (ELTE) in Chile through a sequential mixed-methods design structured in three complementary phases. The study pursued three main objectives: (a) to evaluate teacher educators’ level of pragmatic knowledge and metapragmatic awareness (MA), together with the degree of explicitness and implicitness of these competencies across twelve teacher education programs; (b) to measure the effect of using an AI-assisted avatar for teaching pragmalinguistic forms of persuasion; and (c) to analyze participants’ perceptions of the technological experience in order to examine their evaluation of the AI-mediated interaction system and its perceived contribution to English language learning. The first study, descriptive in nature and linked to General Objective 1, examined the integration of pragmatics within English Language Teacher Education (ELTE) programs in Chile. Initially, teacher educators’ perceptions were analyzed across four dimensions related to pragmatics instruction. Subsequently, a Curriculum Analysis (CA) was conducted to determine the formal incorporation of pragmatics into the curricula. Findings revealed a structural gap between the theoretical recognition of pragmatics and its curricular institutionalization, consistent with Kathleen Bardovi-Harlig’s (2013) observations regarding the insufficient systematicity of pragmatic instruction in L2 contexts. The second study, associated with General Objective 2 and Specific Objective 3, adopted a quasi-experimental design (QED) to evaluate the effect of an AI-assisted avatar intervention on pre-service teachers (n = 43). A pre-test (PT) and post-test (PS) were administered, considering measures of recognition, oral production, and metapragmatic awareness (MA). Results showed statistically significant differences in favor of the experimental group, with large effect sizes. These findings are consistent with empirical evidence on explicit pragmatic instruction documented by Naoko Taguchi (2015, 2018). The third study, linked to General Objective 2 and Specific Objectives 4 and 5, analyzed students’ perceptions of the AI-mediated intervention, particularly regarding system usability, the quality of Automated Feedback (AF), and perceived progress in English language use. Results indicated high levels of technological acceptance and positive evaluations of the learning experience, providing complementary evidence regarding the pedagogical feasibility and potential curricular integration of AI-mediated technologies in teacher education. Overall, the findings confirm that AI-mediated explicit instruction strengthens the development of pragmatic competence in ELTE and reinforces the need for its systematic incorporation into teacher education programs.
Description
Tesis presentada para optar al grado de Doctor/a en Lingüística.
Keywords
Pragmática, Inteligencia artificial, Profesores de inglés Formación profesional