Implementación de chatbots en la enseñanza del inglés como lengua extranjera en un colegio de secundaria de Bogotá

Abstract

Currently, chatbots have the potential to simulate conversations on different topics. While there have been studies that have used chatbots in the classroom, this is still a relatively new topic in the field of education, especially in the context of Latin America. This monograph aims to identify the impact of implementing chatbots in the English classroom and to examine the challenges or benefits that teachers and students may find when using chatbots as a learning tool. This case study involved nine ninth grade students and their English teacher, who used chatbots as artificial intelligence-based conversational tools in the experiment. The analyses revealed the impact of the chatbots on the students' communication skills, their increased motivation to learn, reduced anxiety in the classroom, and the usability of these tools by the teacher.

To obtain accurate information to answer the research questions, data were collected through classroom observations, interviews with students and teachers, and student learning portfolios. Therefore, the triangulation of data sources was employed to enhance the credibility, reliability, and transferability of the research findings. Finally, the researchers considered ethical considerations, such as ensuring the anonymity of the participants and preventing plagiarism.