Inteligencia artificial para la enseñanza de lenguas extranjeras: innovación, inclusión y retos éticos

Adriana Carolina Torres Escobar

doi:10.30554/10.30554/escribania.v23i2.5477

Artificial Intelligence for Foreign Language Teaching: Innovation, Inclusion, and Ethical Challenges

Inteligencia artificial para la enseñanza de lenguas extranjeras: innovación, inclusión y retos éticos

Published 2026-03-06

https://doi.org/10.30554/10.30554/escribania.v23i2.5477

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Vol. 23 No. 2: Contar y conectar en tiempos de plataformas: Nuevas narrativas digitales desde el Sur Global

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Forjadores: Artículos de Investigación

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Torres Escobar, A. C. (2026). Artificial Intelligence for Foreign Language Teaching: Innovation, Inclusion, and Ethical Challenges. Escribanía, 23(2). https://doi.org/10.30554/10.30554/escribania.v23i2.5477

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https://doi.org/10.30554/10.30554/escribania.v23i2.5477

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How to Cite

Torres Escobar, A. C. (2026). Artificial Intelligence for Foreign Language Teaching: Innovation, Inclusion, and Ethical Challenges. Escribanía, 23(2). https://doi.org/10.30554/10.30554/escribania.v23i2.5477

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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Adriana Carolina Torres Escobar

Universidad Santo Tomás

https://orcid.org/0000-0001-7880-1420

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Adriana Carolina Torres Escobar,

Adriana Carolina Torres Escobar holds a postdoctoral degree in Education, Social Sciences, and Interculturality, as well as a PhD in Education. She has a strong academic and research background focused on interculturality, argumentation, critical thinking, discourse analysis, and pedagogical innovation. Her approach combines ethical rigor with creative methodologies that promote dignified and transformative schooling. Currently, her research focuses on the impact of artificial intelligence on foreign language teaching, addressing this topic from a critical, inclusive, and ethical perspective. Her work aims to foster dialogue between technological innovation and the educational challenges of the 21st century, contributing to the reflection on effective and responsible pedagogical practices in diverse contexts.

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Artificial intelligence

This study explores the impact of artificial intelligence (AI) on foreign language teaching, assessing its transformative potential in terms of personalized learning, cultural inclusion, and language preservation. Using a mixed-methods approach that combines quantitative analysis of linguistic performance with qualitative observation of interactions in digital learning environments, significant improvements were observed in student motivation, autonomy, and language competencies. The results suggest that AI, when mediated by ethical and culturally relevant pedagogical practices, can democratize access to education and reduce social and cultural gaps. However, challenges related to algorithmic biases, data protection, and teacher autonomy also emerge. It is concluded that the effective integration of AI in language education requires a holistic approach that combines technology, ethics, and pedagogical mediation, consolidating AI as an inclusive and transformative tool in global educational contexts.

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