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Asistentes de escritura con inteligencia artificial y su efecto en la calidad de la escritura en inglés como lengua extranjera

Lobo Mela, Alcibiades

AI writing assistants and their effect on EFL writing quality.



Autores Lobo Mela, Alcibiades
Tema AI writing assistants
Tema EFL writing
Tema ChatGPT
Tema Grammarly
Tema automated writing evaluation
Tema systematic review
Tema asistentes de escritura con IA
Tema escritura de inglés como lengua extranjera
Tema ChatGPT
Tema Grammarly
Tema evaluación de escritura automatizada
Descripción In this systematic review, the impact of the AI writing assistants on the quality of writing in English as a Foreign Language (EFL) is explored, focusing on measurable outcomes and learners' experience. The review collates data from 20 recent studies conducted between 2020 and 2026 that have examined the use of Grammarly, ChatGPT, ChatGPT-4, Gemini, Copilot, and Automated Writing Evaluation Systems. The review is based on the writing elements of PRISMA 2020 which are writing accuracy, grammar, vocabulary, coherence, cohesion, organisation, argumentation, revision behaviour, confidence and teacher mediation. The results indicate that AI writing assistants are most consistent in enhancing lower-order writing skills, particularly in the areas of grammar, mechanics, spelling, punctuation, vocabulary selection, and sentence-level clarity. Evidence for higher-order writing improvement is more conditional, generative AI can help with coherence, organisation and idea development, but learners need to be reflective when using feedback, and teachers need to guide learners through the revision process. The review also reveals methodological gaps in the literature, such as the use of small samples, short intervention periods, lack of longitudinal studies, over-representation of perception data, and inconsistencies in reporting writing assessment procedures. The findings are related to the theories of Computer-Assisted Language Learning, sociocultural, cognitive load, constructivism and self-determination theory. It posits that AI-assisted writing platforms are most useful as scaffolding tools for process-based writing instruction, not as a replacement for teacher feedback nor as a stand-alone method of writing. It is concluded that using AI in EFL writing can be guided, ethical and transparent to increase EFL writing development, and future research is needed to investigate long-term transfer, unaided writing performance and comparative feedback models. It also suggests more transparent classroom policies to help students recognise when feedback is provided via AI and when it is not.
Descripción En esta revisión sistemática, se explora el impacto de los asistentes de escritura de Inteligencia Artificial (IA) en la calidad de la escritura en Inglés como Lengua Extranjera (EFL), centrándose en resultados mensurables y en la experiencia de los estudiantes. La revisión recopila datos de 20 estudios recientes realizados entre 2020 y 2026 que examinaron el uso de Grammarly, ChatGPT, ChatGPT-4, Gemini, Copilot y sistemas automatizados de evaluación de escritura. La revisión se basa en los elementos de escritura de PRISMA 2020, que son precisión en la escritura, gramática, vocabulario, coherencia, cohesión, organización, argumentación, comportamiento de revisión, confianza y mediación del profesor. Los resultados indican que los asistentes de escritura de IA son más consistentes a la hora de mejorar las habilidades de escritura de orden inferior, particularmente en las áreas de gramática, mecánica, ortografía, puntuación, selección de vocabulario y claridad a nivel de oraciones. La evidencia de una mejora en la escritura de orden superior es más condicional, la IA generativa puede ayudar con la coherencia, la organización y el desarrollo de ideas, pero los alumnos deben ser reflexivos al utilizar la retroalimentación y los profesores deben guiarlos a través del proceso de revisión. La revisión también revela lagunas metodológicas en la literatura, como el uso de muestras pequeñas, períodos de intervención cortos, falta de estudios longitudinales, sobrerrepresentación de los datos de percepción e inconsistencias al informar los procedimientos de evaluación de la escritura. Los hallazgos están relacionados con las teorías del Aprendizaje de Lenguas Asistido por Computadora, sociocultural, carga cognitiva, constructivismo y teoría de la autodeterminación. Plantea que las plataformas de escritura asistidas por IA son más útiles como herramientas de andamiaje para la instrucción de escritura basada en procesos, no como reemplazo de la retroalimentación de los maestros ni como un método de escritura independiente. Se concluye que el uso de la IA en la escritura de inglés como lengua extranjera puede ser guiado, ético y transparente para aumentar el desarrollo de la escritura de inglés como lengua extranjera, y se necesitan investigaciones futuras para investigar la transferencia a largo plazo, el rendimiento de la escritura sin ayuda y los modelos de retroalimentación comparativa. También sugiere políticas de aula más transparentes para ayudar a los estudiantes a reconocer cuándo se proporciona retroalimentación a través de la IA y cuándo no.
Editorial QLU
Fecha 2026-08-17
Tipo info:eu-repo/semantics/article
Tipo info:eu-repo/semantics/publishedVersion
Formato application/pdf
Identificador https://revistas.qlu.ac.pa/index.php/latitude/article/view/293
Identificador 10.55946/latitude.v2i24.293
Fuente Latitude; Vol. 2 No. 24 (2026): Vol. 2 Núm. 24 (2026): Latitude: Revista Multidisciplinaria; 57-75
Fuente Latitude; Vol. 2 Núm. 24 (2026): Vol. 2 Núm. 24 (2026): Latitude: Multidisciplinary Research Journal; 57-75
Fuente 2644-4038
Fuente 2644-4038
Idioma spa
Relación https://revistas.qlu.ac.pa/index.php/latitude/article/view/293/232
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Derechos Derechos de autor 2026 Alcibiades Lobo Mela (Autor/a)
Derechos https://creativecommons.org/licenses/by-nc-sa/4.0/deed.es