Students’ perceptions of artificial intelligence tools for written english conversation practice
DOI:
https://doi.org/10.62305/alcon.v6i4.1248Palabras clave:
artificial intelligence; English writing; written conversation; higher education; autonomous learningResumen
The study analyzed university students’ perceptions of artificial intelligence tools as support for written English conversation practice. A basic descriptive study was conducted using a quantitative approach, a non-experimental design, and a cross-sectional scope. The participants were 27 fifth-semester students from group B of the Pedagogy of National and Foreign Languages program at Universidad Estatal del Sur de Manabí. Data were collected through a survey, and the instrument was a structured questionnaire with closed-ended Likert-type items. The information was analyzed using descriptive statistics, frequencies, and percentages. The findings showed positive perceptions of artificial intelligence for reducing fear of making mistakes, improving phrases and expressions, supporting autonomous practice, strengthening grammatical and spelling accuracy, and expanding vocabulary. It is concluded that these tools can serve as relevant complementary resources for written English practice when they are integrated with teacher guidance, ethical use, and clear pedagogical criteria.
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Derechos de autor 2026 Revista Científica de Innovación Educativa y Sociedad Actual "ALCON"
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