Intervención de aprendizaje multisensorial apoyada por IA para mejorar la pronunciación en estudiantes de inglés como lengua extranjera
DOI:
https://doi.org/10.21556/edutec.2025.93.4197Palabras clave:
Aprendizaje de segunda lengua, fonética, aprendizaje del lenguaje, tecnología educativa, métodos de enseñanzaResumen
Pese a la exposición temprana al inglés como lengua extranjera (EFL), los estudiantes españoles suelen tener dificultades con la pronunciación debido a las diferencias entre la ortografía transparente del español y la ortografía opaca del inglés. Este estudio analiza la eficacia de una metodología de aprendizaje multisensorial (MSL), apoyada por la IA y basada en el modelo de doble ruta de lectura, que distingue entre la descodificación subléxica y el reconocimiento léxico, para mejorar la pronunciación en inglés. Participaron 94 estudiantes universitarios, divididos en un grupo experimental y uno de control. La intervención incluyó una prueba previa y otra posterior, junto con tareas de lectura en voz alta mediante la plataforma Wooflash, centradas en cinco fonemas vocálicos del inglés: /ə/, /uː/, /ʌɪ/, /eɪ/ y /ɔː/. El objetivo fue comparar la eficacia del MSL con la formación tradicional (TT) y evaluar la experiencia del alumnado con MSL. Los resultados cuantitativos mostraron que MSL fue tan eficaz como la TT para mejorar la pronunciación, mientras que las respuestas cualitativas reflejaron beneficios emocionales, cognitivos y metacognitivos, como mayor confianza y conciencia fonológica. Estos hallazgos apuntan al potencial del MSL como herramienta motivadora y centrada en el alumnado para mejorar la pronunciación en EFL.
Financiación
Este estudio ha sido financiado por la Universidad de Valladolid a través del Proyecto Docente Innovador «Mejora de la lectura en inglés mediante IA y Metodologías Multisensoriales en Estudiantes con y sin Dificultades de Aprendizaje», durante el curso académico 2024-2025.
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