La inteligencia artificial en la formación de habilidades de lectura y escritura académicas: estudio de una intervención educativa con ChatGPT en estudiantes universitarios

Abstract

Artificial intelligence (AI) has transformed teaching and learning processes, particularly in the field of academic reading and writing. This article analyzes the possibilities, limitations, and challenges of using AI in higher education, through two didactic sequences implemented at the Universidad Veracruzana (UV). The study was structured as an educational intervention with a qualitative approach, carried out in two work sequences: the first implemented in five groups and the second in four groups. In both sequences, two activities were designed to integrate the use of ChatGPT as support for academic reading and writing. The resulting student work was analyzed in order to identify patterns, difficulties, and areas of potential. The first examines the production of reviews with AI and students’ critical capacity when comparing texts. The second uses ai as a tool for text correction and expansion. The results show that, although students recognize ai’s usefulness for orthographic and syntactic correction, they also point out its lack of depth, creativity, and critical perspective. It is concluded that AI can be a valuable pedagogical tool, as long as it is used with an ethical, critical, and complementary approach.

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