AI tools as teaching assistants: How artificial intelligence supports English teachers

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dc.contributor.advisorNajarro de Alvarado, Sey Danisia
dc.contributor.authorMenjívar Azcúnaga, Katherine Stefany
dc.contributor.authorPérez Nieto, Katya Aracely
dc.contributor.otherma19111@ues.edu.sv
dc.contributor.otherpn20006@ues.edu.sv
dc.date.accessioned2026-02-03T17:39:19Z
dc.date.available2026-02-03T17:39:19Z
dc.date.issued2025-10-29
dc.description.abstractThis study explores the integration of artificial intelligence (AI) tools into English language teaching within virtual learning environments. Drawing on knowledge acquired in a specialization course, it examines how AI supports teachers in lesson planning, delivery, assessment, and student engagement. The theoretical framework highlights both the pedagogical benefits, such as personalization of instruction, workload reduction, and support for differentiated learning, and the main challenges, including ethical concerns, overreliance on technology, and teacher preparedness. Findings emphasize that AI should not be viewed as a replacement for educators but rather as a complementary resource that enhances teaching efficiency and enriches student learning experiences. Ultimately, the study underscores the importance of teacher AI collaboration, positioning educators as facilitators of critical thinking, creativity, and socioemotional development while leveraging AI as a pedagogical assistant in digital contexts. This study highlights the use of digital tools across three modules designed to strengthen foreign language teaching. Module I focused on virtual platforms, such as Google Meet and Canva, to support online classes and provide visual resources. Module II introduced tools like Liveworksheets, Powtoon, Nearpod, Padlet, and Gamma, fostering interactive and collaborative learning. Module III emphasized the design of didactic materials through podcasts, Google Sites, Genially, and Google Slides. Overall, the modules demonstrate the relevance of digital resources in promoting innovative teaching practices.
dc.identifier.citationOviedo Mejía, J. A., Menjívar Azcúnaga, K. S., Pérez Nieto, K. A. (2025). AI tools as teaching assistants: How artificial intelligence supports English teachers. [Licenciatura en Idioma Inglés Opción Enseñanza. Universidad de El Salvador, Facultad de Ciencias y Humanidades.]
dc.identifier.urihttps://hdl.handle.net/20.500.14492/32900
dc.language.isoen
dc.publisherUniversidad de El Salvador, Facultad de Ciencias y Humanidades.
dc.rightsAttribution 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subjectartificial intelligence
dc.subjectEnglish language teaching
dc.subjectvirtual learning environments
dc.subjectteacher–AI collaboration
dc.subjectpedagogical assistant
dc.titleAI tools as teaching assistants: How artificial intelligence supports English teachers
dc.title.alternativeHerramientas de la IA como asistentes docente: Cómo la inteligencia artificial apoya a los profesores de inglés
dc.title.alternativeSpecialization course in the administration of virtual environments for foreign languages teaching and learning
dc.typeTrabajo de grado

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