The development of the critical thinking in writing processes with GenAI tools in pre-service teacher education

Authors

DOI:

https://doi.org/10.26378/rnlael1836569

Keywords:

Generative Artificial Intelligence, Language Learning, Teacher Education, critical thinking

Abstract

This research study aims to analyse the critical attitude strategies of teachers in initial training in the use of two generative Artificial Intelligence (GenAI) tools, ChatGPT and Perplexity, in the process of constructing an academic expository text. This research derives from a didactic proposal implemented at the Faculty of Education of the University of Barcelona, in which 26 pre-service teachers from the Early Childhood Education Degree participated. The corpus of data is constituted by 26 expository essays, 74 process drafts and 26 reflections on their writing process. The content analysis shows three tendencies in the way in which the IAG tools are used by the participants to construct their texts, as well as individual differences concerning the sequentiality and systematicity with which they revise the drafts generated by the GenAI tools.

Author Biographies

Azahara Cuesta García, Universidad de Barcelona

Azahara Cuesta has a degree in Hispanic Philology from the University of Granada and a PhD in Language Didactics from the University of Barcelona. She teaches in the Department of Linguistic, Scientific and Mathematical Education at the Faculty of Education of the University of Barcelona (UB) and in the Department of Spanish Philology at the Autonomous University of Barcelona (UAB). Her research focuses on reflective practice and the use of digital portfolios and other technologies in initial language teacher training. She is a member of the consolidated research group realTIC and the consolidated teaching innovation group DIDAL_UB.

Vicenta González Argüello, Universidad de Barcelona

Vicenta González has a degree in Hispanic Philology and a PhD in Educational Sciences from the University of Barcelona. She is a lecturer in the Department of Linguistic, Scientific and Mathematical Education at the Faculty of Education of the University of Barcelona (UB). Her research focuses on the analysis of teaching discourse and interaction in the foreign language classroom, as well as on reflective practice and the use of technologies in initial language teacher training. She is a member of the consolidated research group realTIC and the consolidated teaching innovation group DIDAL_UB.

Joan-Tomàs Pujolà Font, Universidad de Barcelona

Joan-Tomàs Pujolà holds a PhD in Applied Linguistics from the University of Edinburgh and is a full professor in the Department of Linguistics, Science and Mathematics Education at the Faculty of Education of the University of Barcelona (UB). He currently collaborates with the Institute for Professional Development (IDP-ICE) of the UB as coordinator of the training program in digital teaching competence for Higher Education teachers. His research focuses on the use of technologies in language learning and teaching. He is principal investigator of the consolidated research group realTIC and member of the consolidated teaching innovation group DIDAL_UB.

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Published

2024-04-12

How to Cite

Cuesta García, A., González Argüello, V. ., & Pujolà Font, J.-T. (2024). The development of the critical thinking in writing processes with GenAI tools in pre-service teacher education . Nebrija Journal of Applied Linguistics to Language Teaching, 18(36), 80–106. https://doi.org/10.26378/rnlael1836569

Issue

Vol. 18 No. 36 (2024): Spring 24

Section

Thematic section "Computer Learners Corpora..."

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Copyright (c) 2024 Azahara Cuesta García, Vicenta González Argüello, Joan-Tomàs Pujolà Font

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