Éducateurs en transition : une analyse des attitudes des enseignants argentins à l’égard de l’IA dans l’enseignement supérieur
DOI :
https://doi.org/10.17533/udea.ikala.355874Mots-clés :
intelligence artificielle, langue seconde, troisième cycle, perspectives des enseignantsRésumé
L’intelligence artificielle (IA) a révolutionné notre façon de vivre, d’apprendre et de travailler. Dans le monde universitaire, des outils tels que les chatbots, la traduction automatique et les détecteurs de plagiat sont de plus en plus populaires. Cependant, avec l’utilisation généralisée de ces technologies par les étudiants, les inquiétudes grandissent quant à leur impact sur l’apprentissage et l’intégrité académique, ainsi que sur le rôle des méthodes pédagogiques traditionnelles. Cet article vise à explorer les perspectives de plusieurs enseignants argentins sur l’utilisation de l’IA dans l’enseignement supérieur, ses avantages et ses inconvénients. À l’aide d’une méthode qualitative exploratoire, nous cherchons à savoir ce que les enseignants savent de l’IA et s’ils en perçoivent les avantages et les défis potentiels, ainsi que l’impact sur leurs pratiques d’enseignement. Les résultats montrent que les enseignants de langues secondes ont peu de familiarité et d’expérience avec ces ressources, en particulier avec la traduction automatique générative (GMT) et le transformateur génératif de conversation pré-entraîné (GPT). Bien que certaines des personnes interrogées aient manifesté des attitudes positives à l’égard de l’intégration de ces outils dans leurs classes, des craintes et du scepticisme en ce qui concerne ces ressources dans le troisième cycle, des préoccupations concernant la légitimité et la responsabilité, ainsi qu’un manque de connaissances sur l’interaction avec le logiciel dans leurs pratiques d’enseignement ont également été identifiés.
Téléchargements
Références
Aghaziarati, A., Nejatifar, S. & Abedi, A. (2023). Artificial intelligence in education: Investigating teacher attitudes. AI and Tech in Behavioral and Social Sciences, 1(1), 35–42. https://doi.org/10.61838/kman.aitech.1.1.6
Alhaisoni, E., & Alhaysony, M. (2017). An investigation of Saudi EFL university students’ attitudes towards the use of Google Translate. International Journal of English Language Education, 5(1), 72–82. http://doi.org/10.5296/ijele.v5i1.10696
Al Mahmud, F. (2023). Investigating EFL students’ writing skills through artificial intelligence: Wordtune application as a tool. Journal of Language Teaching and Research —JLTR, 14(5), 1395–1404. https://doi.org/10.17507/jltr.1405.28
Almasri, F. (2024). Exploring the impact of artificial intelligence in teaching and learning of science: A systematic review of empirical research. Research in Science Education, 54, 977–997. https://doi.org/10.1007/s11165-024-10176-3
Amonova, S., Juraeva, G., & Khidoyatov, M. (2023). Harnessing the potential of artificial intelligence: Is AI threat or opportunity? International Conference on Future Networks and Distributed Systems (pp. 292–297) https://doi.org/10.1145/3644713.3644751
Athanassopoulos, S., Manoli, P., Gouvi, M., Lavidas, K., & Komis, V. (2023). The use of ChatGPT as a learning tool to improve foreign language writing in a multilingual and multicultural classroom. Advances in Mobile Learning Educational Research, 3(2), 818–824. https://doi.org/10.25082/AMLER.2023.02.009
Bowman, E. (2022, December 9). A new AI chatbot might do your homework for you. But it's still not an A+ student. [Blog post]. NPR. https://www.npr.org/2022/12/19/1143912956/chatgpt-ai-chatbot-homework-academia
Bailey, D., Southam, A., & Costley, J. (2021). Digital storytelling with chatbots: mapping L2 participation and perception patterns. Interactive Technology and Smart Education, 18(1), 85–103. https://doi.org/10.1108/ITSE-08-2020-0170
Bottiglieri, L., Irrazabal, M. & Ramallo, C. (2023). The use of machine translation for reading comprehension in a university context. ArTESOL ESP e-Journal, 13(1), 3–22. https://drive.google.com/file/d/1QvK5lcg5tBzeKc5NV_gfsgaumI4hNrZ9/view
Bowker, L. & Buitrago Ciro, J. (2019). Machine translation and global research: Towards improved machine translation literacy in the scholarly community. Emerald Publishing. https://doi.org/10.1108/9781787567214
Cardona, M., Rodriguez, R. & Ishmael, K. (2023). Artificial intelligence and the future of teaching and learning. [report]. U. S. Department of Education. https://www2.ed.gov/documents/ai-report/ai-report.pdf
Choi, S., Jang, Y. & Kim, H. (2023). Influence of pedagogical beliefs and perceived trust on teachers’ acceptance of educational artificial intelligence tools. International Journal of Human-Computer Interaction, 39(4), 910–922. https://doi.org/10.1080/10447318.2022.2049145
Clifford, J., Merschel, L., & Munné, J. (2013). Surveying the landscape: What is the role of machine translation in language learning? REALIA, 10, 108–121. https://doi.org/10.7203/attic.10.2228
Cope, C., & Ward, P. (2002). Integrating learning technology into classrooms: The importance of teachers’ perceptions. Journal of Educational Technology and Society, 5(1), 67–74. http://www.jstor.org/stable/jeductechsoci.5.1.67
Currie, P. (1998). Staying out of trouble: Apparent plagiarism and academic survival. Journal of Second Language Writing, 7(1), 1–18. https://doi.org/10.1016/S1060-3743(98)90003-0
Ducar, C., & Schocket, D. H. (2018). Machine translation and the L2 classroom: Pedagogical solutions for making peace with Google translate. Foreign Language Annals, (51), 1–17. https://doi.org/10.1111/FLAN.12366
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
de Vries, R. & Groves, J. (2019) International students’ use of online translation tools. Garnet Education. https://www.garneteducation.com/app/uploads/14_Paper-BALEAP_GS_2019-14.pdf
Ding, A-C. E., Ottenbreit-Leftwich, A., Lu, Y. H., & Glazewski, K. (2019). EFL teachers’ pedagogical beliefs and practices with regard to using technology. Journal of Digital Learning in Teacher Education, 35(1), 20–39. https://doi.org/10.1080/21532974.2018.1537816
El Shazly, R. (2021). Effects of artificial intelligence on English speaking anxiety and speaking performance: A case study. Expert Systems, 38(3), e12667. https://doi.org/10.1111/exsy.12667
Fuchs, K. & Aguilos, V. (2023). Integrating artificial intelligence in higher education: Empirical insights from students about using ChatGPT. International Journal of Information and Education Technology, 13(9). https://doi.org/10.18178/ijiet.2023.13.9.1939
Gallacher, A., Thompson, A., & Howarth, M. (2018). “My robot is an idiot!” – Students’ perceptions of AI in the L2 classroom. In P. Taalas, J. Jalkanen, L. Bradley & S. Thouësny (Eds.), Future-proof CALL: Language learning as exploration and encounters – short papers from EUROCALL 2018 (pp. 70–76). Research publishing.net. https://doi.org/10.14705/rpnet.2018.26.815
García Peñalvo, F. (2023) The perception of artificial intelligence in educational contexts after the launch of ChatGPT: Disruption or panic? Education in the Knowledge Society (EKS), 24, e31279. https://doi.org/10.14201/eks.31279
Groves, M., & Mundt, K. (2015). Friend or foe? Google Translate in language for academic purposes. English for Specific Purposes, 37, 112–121. https://doi.org/10.1016/j.esp.2014.09.001
Herman, D. (2022, December 9). The end of high-school English. The Atlantic. https://www.theatlantic.com/technology/archive/2022/12/openai-chatgpt-writing-high-school-english-essay/672412/
Hernández Sampieri, R. (2014). Metodología de la investigación (6th Ed.). Mc Graw Hill Education
Huertas-Abril, C. A., & Palacios-Hidalgo, F. J. (2023). New Possibilities of Artificial Intelligence-Assisted Language Learning (AIALL): Comparing Visions from the East and the West. Education Sciences, 13(12), 1234. https://doi.org/10.3390/educsci13121234
Imran, M. E., & Almusharraf, N. M. (2023). Analyzing the role of ChatGPT as a writing assistant at higher education level: A systematic review of the literature. Contemporary Educational Technology, 15(4), ep464. https://doi.org/10.30935/cedtech/13605
Jacob, S. R., Tate, T. P., & Warschauer, M. (2023). Emergent AI-assisted discourse: Case study of a second language writer authoring with ChatGPT. ArXiv, abs/2310.10903. https://doi.org/10.48550/arXiv.2310.10903
Jolley, J. R., & Maimone, L. (2015). Free online machine translation: Use and perceptions by Spanish students and instructors. In A. J. Moeller (Ed.), Learn languages, explore cultures, transform lives: Selected papers from the 2015 central states conference on the teaching of foreign languages (pp. 181–200). Central States Conference on the Teaching of Foreign Languages
Jolley, J. R., & Maimone, L. (2022). Thirty years of machine translation in language teaching and learning: A review of the literature. L2 Journal, 14(1). https://doi.org/10.5070/L214151760
Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., Stadler, M., Weller, J., Kuhn, J. & Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, p. 102274. https://doi.org/10.1016/j.lindif.2023.102274
Kim, S., Shim, J., & Shim, J. (2023). A study on the utilization of Open AI ChatGPT as a second language learning tool. J. Multim. Inf. Syst., 10(1), 79–88. https://doi.org/10.33851/jmis.2023.10.1.79
Klimova, B., Pikhart, M., Benites, A. D., Lehr, C., & Sanchez-Stockhammer, C. (2023). Neural machine translation in foreign language teaching and learning: a systematic review. Education and Information Technologies, 28, 663–682. https://doi.org/10.1007/s10639-022-11194-2
Krugman, P. (2022, December 6). Does ChatGPT mean robots are coming for the skilled jobs? The New York Times. https://www.nytimes.com/2022/12/06/opinion/chatgpt-ai-skilled-jobs-automation.html
Llorens-Largo, F., & ChatGPT. (2022, 22 de diciembre). Cavilaciones invernales. [blog post]. Universídad. https://www.universidadsi.es/cavilaciones-invernales/
Lu, X. (2018). Natural language processing and intelligent computer assisted language learning (ICALL). The TESOL Encyclopedia of English Language Teaching, 1–6. https://doi.org/10.1002/9781118784235.eelt0422
Li, Y. (2024). Usability of ChatGPT in second language acquisition: Capabilities, effectiveness, applications, challenges, and solutions. Studies in Applied Linguistics and TESOL, 24(1), 24–37. https://doi.org/10.52214/salt.v24i1.12864
Marche, S. (2022, December 6). The college essay is dead. Nobody is prepared for how AI will transform academia. The Atlantic. https://www.theatlantic.com/technology/archive/2022/12/chatgpt-ai-writing-college-student-essays/672371/
Marzuki, Widiati, U., Rusdin, D., Darwin, & Indrawati, I. (2023). The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective. Cogent Education, 10(2), 2236469. https://doi.org/10.1080/2331186X.2023.2236469
McGrath, C., Cerratto Pargman T., Juth, N., & Palmgren, P. (2023). University teachers' perceptions of responsibility and artificial intelligence in higher education — An experimental philosophical study. Computers and Education: Artificial Intelligence, 4, 100139. https://doi.org/10.1016/j.caeai.2023.100139
Navarro, F. (2023). ¿Qué nos enseña ChatGPT sobre escritura? Amenazas y oportunidades de la inteligencia artificial generativa [Video]. YouTube. https://www.youtube.com/watch?app=desktop&v=h5UCAqs08BY
Niño, A. (2020). Exploring the use of online machine translation for independent language learning. Research in Learning Technology, 28. https://doi.org/10.25304/rlt.v28.2402
Pace-Sigge, X., & Sumakul, X. (2021). What teaching an algorithm teaches when teaching students how to write academic texts. 8th International Scientific Conference. Linguistic, Educational and
Intercultural Research. https://www.conference.uki.vu.lt/images/2021/The_book_of_abstracts_LEIC_conference_2021.pdf#page=78
Rieland, R. (2017). Is artificial intelligence the key to personalized education? Smithsonian Magazine.
Roose, K. (2022, December 5). The brilliance and weirdness of ChatGPT. The New York Times. https://www.nytimes.com/2022/12/05/technology/chatgpt-ai-twitter.html
Ropek, L. (2023, January 4). New York City schools ban ChatGPT to head off a cheating epidemic. Gizmodo. https://gizmodo.com/new-york-city-schools-chatgpt-ban-cheating-essay-openai-1849949384
Rouhiainen, A. (2018). Inteligencia artificial. 101 cosas que debes saber hoy sobre nuestro futuro. Planeta.
Stokel-Walker, C. (2022, December 9). AI bot ChatGPT writes smart essays — should professors worry? Nature. https://doi.org/10.1038/d41586-022-04397-7
Sumakul, D. T. (2019). When robots enter the classrooms: Implications for teachers. E-proceeding of the international conference on embedding artificial intelligence (AI) in education policy and practice for Southeast Asia (pp. 42-48). https://www.researchgate.net/publication/338660531_When_robots_enter_the_classrooms_Implications_for_teachers
Sumakul, D. T., Hamied, F. A., & Sukyadi, D. (2022). Artificial intelligence in EFL classrooms: Friend or foe? LEARN Journal: Language Education and Acquisition Research Network, 15(1), 232–256
Steenbergen-Hu, S., & Cooper, H. (2014). A meta-analysis of the effectiveness of intelligent tutoring systems on college students’ academic learning. Journal of Educational Psychology, 106(2), 331–347. https://doi.org/10.1037/a0034752
Tafazoli, D., Gómez María, E., & Huertas-Abril, C. A. (2019). Intelligent language tutoring system: Integrating intelligent computer-assisted language learning into language education. International Journal of Information and Communication Technology Education, 15(3), 60–74. https://doi.org/10.4018/IJICTE.2019070105
Uehara, S. (2023). Teacher perspectives of machine translation in the EFL writing classroom. In P. Ferguson, B. Lacy, & R. Derrah (Eds.), Learning from students, educating teachers—Research and practice. JALT. https://doi.org/10.37546/JALTPCP2022-31
UNESCO (2023) ChatGPT e inteligencia artificial en la educación superior. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000385146_spa
Wilson, J., Ahrendt, C., Fudge, E. A., Raiche, A., Beard, G., & MacArthur, C. (2021). Elementary teachers’ perceptions of automated feedback and automated scoring: Transforming the teaching and learning of writing using automated writing evaluation. Computers & Education, 168, 104208. https://doi.org/10.1016/j.compedu.2021.104208
Yin, J., Goh, T-T., Yang, B., & Xiaobin, Y. (2021). Conversation technology with micro-learning: The impact of chatbot-based learning on students’ learning motivation and performance. Journal of Educational Computing Research, 59(1), 154–177. https://doi.org/10.1177%2F0735633120952067
Zhai, X. (2022). ChatGPT user experience: Implications for education AI4STEM Education Center. SSRN Research Paper Series. https://doi.org/10.2139/ssrn.4312418
Téléchargements
Publié-e
Comment citer
Numéro
Rubrique
Catégories
Licence
(c) Tous droits réservés Íkala, Revista de Lenguaje y Cultura 2025
Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Partage dans les Mêmes Conditions 4.0 International.
