Guided chatGPT use in personalized virtual english learning at Edu-K academy

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dc.contributor.advisorMilanés Ángel, Luis Miguel
dc.contributor.authorBarrera Caicedo, Karla Nicole
dc.contributor.corporatenameUniversidad Santo Tomás
dc.contributor.cvlachttps://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001619571
dc.date.accessioned2026-07-29T21:10:17Z
dc.date.available2026-07-29T21:10:17Z
dc.date.issued2026-06-25
dc.descriptionEl creciente desarrollo de tecnologías de inteligencia artificial (IA) en el ámbito educativo ha despertado un interés significativo en su potencial para apoyar experiencias de aprendizaje más personalizadas, especialmente en entornos de aprendizaje virtual. Entre estas tecnologías, herramientas de IA generativa como ChatGPT han emergido como recursos accesibles que pueden apoyar a los estudiantes en la práctica del idioma, la obtención de retroalimentación inmediata y el acceso a explicaciones lingüísticas en tiempo real. Sin embargo, comprender cómo los estudiantes perciben el papel de estas herramientas en su proceso de aprendizaje continúa siendo un área relevante de investigación. El presente estudio analiza el rol del uso guiado de ChatGPT en el apoyo al aprendizaje personalizado del inglés en entornos virtuales en Edu-K Academy, una academia de idiomas en línea ubicada en Cúcuta, Colombia. La investigación adopta un enfoque cualitativo para explorar las percepciones de los estudiantes respecto al uso de ChatGPT como herramienta de apoyo en su proceso de aprendizaje del inglés. Los datos se recolectaron mediante entrevistas semiestructuradas, encuestas abiertas y el diario reflexivo de la docente- investigadora. Posteriormente, la información fue analizada a través de un proceso de análisis temático con el fin de identificar patrones relacionados con la experiencia de los estudiantes al utilizar ChatGPT en su aprendizaje. Los resultados sugieren que los estudiantes perciben ChatGPT como una herramienta flexible que puede facilitar la práctica individualizada y personalizada del idioma y el acceso a retroalimentación inmediata. Al mismo tiempo, los hallazgos destacan la importancia de la guía docente para ayudar a los estudiantes a utilizar las herramientas de inteligencia artificial de manera más efectiva con fines de aprendizaje. A partir de estos resultados, el estudio propone un prototipo pedagógico que ilustra cómo los docentes pueden orientar el uso de ChatGPT para apoyar experiencias de aprendizaje del inglés más personalizadas en contextos virtuales.
dc.description.abstractThe increasing presence of artificial intelligence (AI) technologies in education has generated growing interest in their potential to support personalized learning experiences, particularly in virtual learning environments. Among these technologies, generative AI tools such as ChatGPT have emerged as accessible resources that may assist learners in practicing language skills, receiving feedback, and accessing language explanations in real time. However, understanding how students perceive the role of such tools in their learning process remains an important area of inquiry. This study analyzes the role of the guided use of ChatGPT in supporting personalized virtual English learning at Edu-K Academy, an online language academy located in Cúcuta, Colombia. The research adopts a qualitative approach to explore students’ perceptions regarding the use of ChatGPT as a learning support tool. Data were collected through semi-structured interviews, open-ended surveys, and the teacher-researcher’s reflective journal. The collected data were analyzed using thematic analysis in order to identify patterns related to students’ experiences with ChatGPT in their English learning process. The findings suggest that students perceive ChatGPT as a flexible learning support tool that may facilitate individualized and personalized language practice and immediate feedback. At the same time, the results highlight the importance of teacher guidance in helping students use AI tools more effectively for learning purposes. Based on these findings, the study proposes an illustrative pedagogical prototype showing how teachers may guide students in using ChatGPT to support personalized virtual English learning.
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado en Lengua Extranjera - Inglésspa
dc.format.mimetypeapplication/pdf
dc.identifier.citationBarrera Caicedo, K. N. (2026). Guided chatGPT use in personalized virtual english learning at Edu-K academy. [Trabajo de Grado, Universidad Santo Tomás]. Repositorio Institucional.
dc.identifier.instnameinstname:Universidad Santo Tomásspa
dc.identifier.reponamereponame:Repositorio Institucional Universidad Santo Tomásspa
dc.identifier.repourlrepourl:https://repository.usta.edu.cospa
dc.identifier.urihttp://hdl.handle.net/11634/73675
dc.language.isospa
dc.publisherUniversidad Santo Tomásspa
dc.publisher.branchCRAI-USTA Duad
dc.publisher.facultyFacultad de Educaciónspa
dc.publisher.programPregrado Licenciatura en Lengua Extranjera - Inglésspa
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dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.coarhttp://purl.org/coar/access_right/c_abf2
dc.rights.localAbierto (Texto Completo)spa
dc.subject.keywordChatGPT
dc.subject.keywordArtificial Intelligence
dc.subject.keywordPersonalized Learning
dc.subject.keywordVirtual English Learning
dc.subject.keywordLanguage Education
dc.subject.lembAprendizaje del inglés
dc.subject.lembAprendizaje de lenguas
dc.subject.lembTecnologías educativas
dc.subject.proposalChatGPT
dc.subject.proposalInteligencia artificial
dc.subject.proposalAprendizaje personalizado
dc.subject.proposalAprendizaje virtual del inglés
dc.subject.proposalEducación en lenguas
dc.titleGuided chatGPT use in personalized virtual english learning at Edu-K academy
dc.typebachelor thesis
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1f
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.driveinfo:eu-repo/semantics/bachelorThesis
dc.type.localTrabajo de gradospa
dc.type.versioninfo:eu-repo/semantics/acceptedVersion

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