Asistentes de inteligencia artificial: uso y percepción en estudiantes de idiomas de la UNT, 2025

Yona María del Pilar Gómez Dextre; Ximena Magaly Reyna Hurtado

doi:10.57175/evsos.v4i3.299

Authors

Yona María del Pilar Gómez Dextre Universidad Nacional de Trujillo https://orcid.org/0000-0001-5841-9953
Ximena Magaly Reyna Hurtado Universidad Nacional de Trujillo https://orcid.org/0009-0006-9126-8708

DOI:

https://doi.org/10.57175/evsos.v4i3.299

Keywords:

artificial intelligence assistants, language learning, language skills, student perception, higher education

Abstract

This research sought to describe the use and perceptions of artificial intelligence (AI) assistants among language students at the National University of Trujillo (UNT) in the year 2025. A descriptive design with a non-experimental quantitative approach was used, with a sample of 119 language students selected through non-probabilistic convenience sampling. Data were collected through a structured questionnaire and analyzed using SPSS version 28 with simple frequency tables. 94% of participants indicated that they use AI assistants, with ChatGPT being the most widely used. Students used these tools primarily to improve their writing and translation skills, but perceived listening skills as the least benefited by their use. Advantages included personalized feedback and instant error correction, while disadvantages comprised technology dependence and occasional inaccuracies. Overall, students found AI assistants to be moderately effective in improving their language skills, suggesting a positive perception with room for improvement. The study suggests that integrating AI into language teaching requires understanding its strengths and weaknesses, directing its use toward areas of greater effectiveness, and complementing it with strategies for skills that need more development. Critical reflection on potential obstacles and support for self-learning are essential keys.

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