| Title: |
Exploring the Role of GenAI Tools on Student Motivation and Communicative Competence in the Spanish Classroom |
| Language: |
English |
| Authors: |
Ana García-Allén (ORCID 0000-0002-5373-154X); Alba Devo Colis (ORCID 0000-0002-1433-1252); Richard Martinez Loyola (ORCID 0009-0000-6105-4801); Gabriela Martinez Loyola (ORCID 0009-0002-1759-8013) |
| Source: |
The EUROCALL Review. 2025 32(2):157-168. |
| Availability: |
European Association for Computer-Assisted Language Learning (EUROCALL). EUROCALL Headquarters, School of Modern Languages, University of Ulster, Cromore Road, Coleraine BT52 1SA, Northern Ireland, UK. Tel: +34-67-943-1283; Web site: http://www.eurocall-languages.org/ |
| Peer Reviewed: |
Y |
| Page Count: |
12 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Artificial Intelligence; Student Motivation; Spanish; Second Language Instruction; Foreign Countries; Technology Uses in Education; Advanced Courses; Technology Integration; Communicative Competence (Languages); Curriculum Development; College Students; Heritage Education; Second Language Learning; Student Attitudes; Universities |
| Geographic Terms: |
Canada |
| ISSN: |
1695-2618 |
| Abstract: |
This study explores the integration of Generative Artificial Intelligence (GenAI) in an advanced Spanish language course, with a focus on learner motivation and communicative competence. Although GenAI tools, such as chatbots and adaptive feedback systems, have been increasingly implemented in higher education, their application in Spanish as a Foreign Language (SFL) classroom remains under-researched. The research involved 41 students from two sections of an advanced Spanish course at a Canadian university, one for foreign language learners and one for heritage speakers. Participants completed a pre-task questionnaire, engaged in a GenAI supported collaborative task, and reflected on their experiences through a post-task survey. The primary task involved using ChatGPT to gather cultural information about a Spanish-speaking country and create a promotional campaign. Data were collected using both quantitative (Likert-scale surveys) and qualitative (open-ended reflections) methods. Findings indicate that most students felt comfortable and motivated when using GenAI tools and perceived them as useful for accessing real-time feedback and supporting personalized learning. The task was described as engaging and well-organized, although some students found it too simple to fully challenge their language abilities. Participants also identified limitations, including concerns about content accuracy, overreliance, and the lack of cultural and emotional nuance in GenAI outputs. The study underscores the importance of task design, GenAI literacy, and the instructor's role when implementing GenAI tools in language instruction. It advocates for a hybrid approach that combines human expertise with GenAI capabilities to foster motivation, learner autonomy, and communicative competence, addressing an underexplored gap in the literature. |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Accession Number: |
EJ1494409 |
| Database: |
ERIC |