Browsing by Author "Pereira del Valle Fátima Estefanía"

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    AI-Generated Feedback and Speaking Skills
    (Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de los Idiomas, 2026-06-01) Pereira del Valle Fátima Estefanía; Suárez Mosquera Wilma Elizabeth; Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de los Idiomas
    This quantitative study analyzed the role of AI-generated feedback and platforms in the development of speaking subskills among EFL. The main objective was to identify the types of AI-generated feedback, the AI platforms most frequently used, and the speaking subskills most developed by students during speaking activities. The research followed a field and bibliographic modality with a descriptive design. The population consisted of 62 students from the Pedagogía de los Idiomas Nacionales y Extranjeros (PINE) program, whose English proficiency levels ranged from B1 to B2 according to the CEFR. The data was collected through a survey composed of 19 Likert-scale questions administered online through Google Forms. The instrument was validated by five academic experts using Aiken’s V method. In addition, a pilot test was conducted with 10 students, and the reliability analysis obtained a Cronbach’s Alpha coefficient of 0.914, indicating a high level of internal consistency. The collected data were analyzed using SPSS software to calculate means and organize the results. The findings revealed that students frequently interact with descriptive, adaptive, and corrective feedback during speaking activities. Likewise, the most commonly used AI platforms were ChatGPT, Google Gemini, and Stimuler because they provide interactive practice and immediate feedback. Regarding speaking subskills, grammatical accuracy, vocabulary, and pronunciation were the most developed, while fluency least developed2. The study concludes that AI-generated feedback positively supports the improvement of speaking subskills by helping learners recognize mistakes, practice independently, and receive immediate guidance during speaking activities