Semiótica de sintagmas e IA para la escritura en inglés
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sep 30, 2025
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Este estudio analizó el impacto de una intervención didáctica en estudiantes normalistas de la Licenciatura en Enseñanza del Inglés de la Escuela Normal de Texcoco. La intervención integró la semiótica de sintagmas y la inteligencia artificial (ia) con el objetivo de mejorar la escritura en inglés. Enmarcado en un enfoque sociocultural y de aprendizaje adaptativo, la ia proporciona retroalimentación contextualizada, mientras que la semiótica de sintagmas estructuró la organización discursiva, optimizando la producción escrita (Baur et al., 2018; Floridi, 2019; Kress & van Leeuwen, 2016; Lantolf & Thorne, 2006; Peirce, 1931; Swain, 2006; Vygotsky, 1978). Se empleó el diseño metodológico mixto que incluyó evaluaciones en vocabulario, gramática y producción escrita, complementado con entrevistas y owwwbservaciones. Los resultados evidencian avances significativos: el uso adecuado de vocabulario incrementó del 28 % al 45 %, la precisión gramatical del 22 % a 38 % y se observó una mejora sustancial en la coherencia y extensión textual, validando la efectividad de la intervención (Booth & Ainscow, 2016; Perry et al., 2019; Schunk, 2016; Usher & Pajares, 2008; Wang et al., 2020). Estos hallazgos sugieren que la sinergia entre IA y semiótica de sintagmas fortalece el aprendizaje autónomo y estructural del lenguaje, promoviendo un modelo potencialmente replicable en diversos entornos educativos (Council of Europe, 2020; Lai & Chang, 2021; Lin & Lan, 2019; Thibault, 2019). Se recomienda la implementación de esta intervención en otros contextos para explorar y maximizar su potencial.
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CIPRÉS MATA, Irma Isela.
Semiótica de sintagmas e IA para la escritura en inglés.
Cultura Digital y Desarrollo Humano, [S.l.], v. 8, n. 8, p. 49-54, sep. 2025.
ISSN 2683-2933.
Disponible en: <https://culturadigital.uaemex.mx/article/view/28555>. Fecha de acceso: 12 nov. 2026
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Baker, R. S., Wang, Y., & Ma, K. (2018). The role of self-regulation and self-efficacy in promoting academic achievement: A meta-analysis. Educational Psychology Review, 30 (3), 743-766.
Barthes, R. (1968). Elements of semiology. Hill and Wang.
Baur, M., Kress, G., & van Leeuwen, T. (2018). Multimodal communication in educational contexts. Routledge.
Beukelman, D. R., & Mirenda, P. (2013). Augmentative and alternative communication: Supporting children and adults with complex communication needs (4th ed.). Paul H. Brookes Publishing Co.
Booth, T., & Ainscow, M. (2016). The index for inclusion: Developing learning and participation in schools. Centre for Studies on Inclusive Education.
Byram, M., & Wagner, M. (2018). Making a difference: Language teaching for intercultural and international dialogue. Modern Language Journal, 102 (2), 253-261.
Calderón, M., & Mercado, L. (2019). Prácticas pedagógicas para la diversidad. Universidad Pedagógica Nacional.
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1 (1), 1-47.
Chen, L. (2016). The future of education: Understanding the role of technology in teaching and learning. Cambridge University Press.
Council of Europe. (2018). Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR). Cambridge University Press.
Council of Europe. (2020). Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR). Cambridge University Press.
Creswell, J. W., & Plano Clark, V. L. (2017). Designing and conducting mixed methods research (3rd ed.). Sage Publications.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage Publications.
D’Angelo, C., & Mariani, M. (2020). The role of AI in educational practices: A systematic review. Educational Technology Research and Development, 68 (1), 21-45.
De La Paz, S., & Graham, S. (2019). Explicit instruction in writing: A systematic review of the evidence. Educational Psychologist, 54 (1), 37-57.
DeKeyser, R. M. (2007). Practice in a second language: Perspectives from applied linguistics and cognitive psychology. Cambridge University Press.
Downes, S. (2016). Learning and learning networks. Ed-Tech Books.
Eco, U. (1976). A theory of semiotics. Indiana University Press.
Ellis, R. (2006). The study of second language acquisition (2nd ed.). Oxford University Press.
Fisher, D., & Frey, N. (2014). Better learning through structured teaching: A framework for the gradual release of responsibility. ASCD.
Floridi, L. (2014). The fourth revolution: How the infosphere is reshaping human reality. Oxford University Press.
Floridi, L. (2015). The onlife manifesto: Being human in a hyperconnected era. Springer.
Floridi, L. (2019). The 4th revolution: How the infosphere is reshaping human reality. Oxford University Press.
Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D., & Steinhauer, K. (2018). Technology in language learning: A literature review and recommendations for the future. Computer Assisted Language Learning, 31 (1-2), 1-21.
González-Calero, J. A. (2015). Evaluación formativa en educación. Editorial Graó.
Harari, Y. N. (2018). Homo Deus: A brief history of tomorrow. HarperCollins.
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign.
Jablonka, E., & Heiser, S. (2019). The role of artificial intelligence in modern language education. Springer.
Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. Routledge.
Lai, C., & Chang, H. (2021). The use of AI in language learning: Perspectives from teachers and students. Language Learning & Technology, 25 (2), 47-62.
Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford University Press.
Lee, J. F., & Van Patten, B. (2019). Making communicative language teaching happen (3rd ed.). McGraw-Hill Education.
Lin, T. J., & Lan, Y. J. (2019). The effectiveness of intelligent tutoring systems in language learning. Computers & Education, 142, 103634.
Lin, T. J., Wong, H. Y., & Chen, T. H. (2021). Intelligent tutoring systems: Adaptive learning and engagement in language learning. Computers & Education, 174, 104269.
Lotman, I. (1977). Culture and explosion. Mouton.
Lotman, I. (1990). Universe of the mind: A semiotic theory of culture. I.B. Tauris.
McCarthy, C., & McCarthy, G. (2019). Vocabulary for language teachers. Cambridge University Press.
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
Mikhalchenko, E. (2019). Lotman’s theory of culture and language: Semiosphere and textual coherence. Semiotica, 2019 (231), 1-25.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage Publications.
Morse, J. M., & Cheek, J. (2014). Making room for qualitatively-driven mixed-method research. Qualitative Health Research, 24 (6), 853-854.
O’Reilly, M., & McNamara, D. (2019). The integration of AI in language assessment: A critical review. Journal of Language and Technology, 34 (3), 52-66.
Peirce, C. S. (1931). Collected papers of Charles Sanders Peirce. Harvard University Press.
Perry, N. E., Hamm, J. M., & Kuehn, S. (2019). Developing students’ self-efficacy in writing through effective feedback. International Journal of Educational Research, 98, 113-123.
Pérez-Álvarez, M. (2019). La semiótica aplicada a la enseñanza del inglés en contextos no nativos. Editorial Universitaria.
Popenici, S., & Kerr, S. (2017). Exploring the impact of artificial intelligence in higher education. Research in Education, 97 (1), 19-34.
Saussure, F. (1916). Course in general linguistics. Mc-Graw-Hill.
Sayer, P. (2015). Second language learning and identity: Understanding investment and motivation. Routledge.
Schunk, D. H. (2016). Learning theories: An educational perspective. Pearson Education.
Selwyn, N. (2016). Education and technology: Key issues and debates. Bloomsbury Academic.
Siemens, G. (2015). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning.
Slee, R. (2018). Inclusive education: A critical perspective. Sage.
Swain, M. (2006). Languaging, agency, and collaboration in advanced second language proficiency. In H. Byrnes (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp. 95-108). Continuum.
Taddeo, M., & Floridi, L. (2016). The ethics of information and communication technologies. Springer.
Teddlie, C., & Tashakkori, A. (2009). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. Sage Publications.
Thibault, P. J. (2019). Semiotics and its applications in linguistic studies. Routledge.