Marco de integración de inteligencia artificial generativa para la capacitación docente en ILE

Christopher Gerardo  Cantú Cantú; Nallely Garza Rodríguez; Luis Antonio Balderas Ruíz

doi:10.48204/j.holon.n13.a11151

Submitted August 27, 2026

Published 2026-08-26

ARTÍCULOS CIENTÍFICOS

Vol. 3 No. 13 (2026): Revista Holón

A Generative AI integration framework for EFL teacher training

Christopher Gerardo Cantú Cantú ⁺⁻
Nallely Garza Rodríguez⁺⁻
Luis Antonio Balderas Ruíz⁺⁻

DOI https://doi.org/10.48204/j.holon.n13.a11151

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DOI: 10.48204/j.holon.n13.a11151

Published: 2026-08-26

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Abstract

This research article proposes and develops an original conceptual framework for integrating Generative Artificial Intelligence (GAI) into feedback processes for writing in English as a foreign language (EFL). The proposal is grounded in Vygotsky's Sociocultural Theory with the aim of guiding a sound, ethical, and strictly human-centered pedagogical adoption. Using a qualitative approach based on a critical and analytical review of the specialized literature on the capabilities and limitations of GAI tools, a relational model of human-GAI collaboration was designed. The methodological process integrated the conceptualization of technology as a digital mediator and the curricular modeling of a training proposal situated within the Mexican educational context. The developed framework reconfigures traditional pedagogical roles, positioning the teacher as a critical designer, the student as an active agent of their learning, and GAI as an adaptive scaffold. A structured operational model in four stages (pre-writing, drafting, revision, and human feedback) is presented, along with the curriculum for a ten-session teacher training workshop that addresses the technical, pedagogical, and ethical dimensions of artificial mediation. It is concluded that the successful integration of AI transcends mere instrumental use and requires well-founded conceptual frameworks and critical professional development for teachers. The proposed approach allows for leveraging the potential of AI in teaching writing in Spanish as a Foreign Language (SFL) and mitigating its risks through a humanistic approach, highlighting the need to initiate empirical validation processes in classrooms.

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Atchley, P., Pannell, H., Wofford, K., Hopkins, M., Atchley, R. A. (2024). Human and AI collaboration in the higher education environment: Opportunities and concerns. Cognitive Research: Principles and Implications, 9(1), 15. https://doi.org/10.1186/s41235-024-00547-9
Barrot, J. S. (2023). Using ChatGPT for second language writing: Pitfalls and potentials. Assessing Writing, 57, 100745. https://doi.org/10.1016/j.asw.2023.100745
Ertmer, P. A., Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284. https://doi.org/10.1080/15391523.2010.10782551
Ferris, D. R. (2014). Responding to student writing: Teachers' philosophies and practices. Assessing Writing, 19, 6–23. https://doi.org/10.1016/j.asw.2013.09.004
Hernández-Sampieri, R., Mendoza, C. (2018). Metodología de la investigación: Las rutas cuantitativa, cualitativa y mixta. Mcgraw-Hill Interamericana Editores, S.A. de C. V. https://d1wqtxts1xzle7.cloudfront.net/64591365/Metodolog
Hyland, K., Hyland, F. (Eds.). (2006). Feedback in second language writing: Contexts and issues. Cambridge University Press. https://books.google.es/books?hl=es&lr=&id=v7OQDwA
Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. Routledge. https://api.taylorfrancis.com/content/books/mono/download?identifierName=doi&identifierValue=10.4324/9780203878033&type=googlepdf
Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., ... Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and individual differences, 103, 102274. https://www.sciencedirect.com/science/article/pii/S1041608023000195
Lee, I. (2017). Classroom writing assessment and feedback in L2 school contexts. Springer. https://doi.org/10.1007/978-981-10-3924-9
Liu, Y., Iter, D., Xu, Y., Wang, S., Xu, R., Zhu, C. (2023, December). G-eval: NLG evaluation using gpt-4 with better human alignment. In Proceedings of the 2023 conference on empirical methods in natural language processing (pp. 2511-2522). https://aclanthology.org/2023.emnlp-main.153/
Roll, I., Wylie, R. (2016). Evolution and revolution in artificial intelligence in education. International Journal of Artificial Intelligence in Education, 26(2), 582–599. https://doi.org/10.1007/s40593-016-0110-3
Steiss, J., Tate, T., Graham, S., Cruz, J., Hebert, M., Wang, J., Moon, Y., Tseng, W., Warschauer, M., Olson, C. B. (2024). Comparing the quality of human and ChatGPT feedback of students' writing. Learning and Instruction, 91, 101894. https://doi.org/10.1016/j.learninstruc.2024.101894
Su, Y., Lin, Y., Lai, C. (2023). Collaborating with ChatGPT in argumentative writing classrooms. Assessing Writing, 57, 100752. https://doi.org/10.1016/j.asw.2023.100752
Swain, M. (2000). The Output Hypothesis and Beyond: Mediating Acquisition through Collaborative Dialogue. In J. P. Lantolf (Ed.), Sociocultural Theory and Second Language Learning (pp. 97-114). Oxford University Press.
Verbeek, P. P. (2015). Beyond interaction: A short introduction to mediation theory. Interactions, 22(3), 26–31. https://doi.org/10.1145/2751314
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Warschauer, M., Grimes, D. (2008). Automated writing assessment in the classroom. Pedagogies: An International Journal, 3(1), 22–36. https://doi.org/10.1080/15544800701771580
Wertsch, J. V. (2007). Mediation. In H. Daniels, M. Cole & J.V. Wertsch (Eds.), The Cambridge companion to Vygosky (pp. 178–192). Cambridge University Press https://doi.org/10.1017/ccol0521831040.008
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[1] Atchley, P., Pannell, H., Wofford, K., Hopkins, M., Atchley, R. A. (2024). Human and AI collaboration in the higher education environment: Opportunities and concerns. Cognitive Research: Principles and Implications, 9(1), 15. https://doi.org/10.1186/s41235-024-00547-9

[2] Barrot, J. S. (2023). Using ChatGPT for second language writing: Pitfalls and potentials. Assessing Writing, 57, 100745. https://doi.org/10.1016/j.asw.2023.100745

[3] Ertmer, P. A., Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284. https://doi.org/10.1080/15391523.2010.10782551

[4] Ferris, D. R. (2014). Responding to student writing: Teachers' philosophies and practices. Assessing Writing, 19, 6–23. https://doi.org/10.1016/j.asw.2013.09.004

[5] Hernández-Sampieri, R., Mendoza, C. (2018). Metodología de la investigación: Las rutas cuantitativa, cualitativa y mixta. Mcgraw-Hill Interamericana Editores, S.A. de C. V. https://d1wqtxts1xzle7.cloudfront.net/64591365/Metodolog

[6] Hyland, K., Hyland, F. (Eds.). (2006). Feedback in second language writing: Contexts and issues. Cambridge University Press. https://books.google.es/books?hl=es&lr=&id=v7OQDwA

[7] Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. Routledge. https://api.taylorfrancis.com/content/books/mono/download?identifierName=doi&identifierValue=10.4324/9780203878033&type=googlepdf

[8] Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., ... Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and individual differences, 103, 102274. https://www.sciencedirect.com/science/article/pii/S1041608023000195

[9] Lee, I. (2017). Classroom writing assessment and feedback in L2 school contexts. Springer. https://doi.org/10.1007/978-981-10-3924-9

[10] Liu, Y., Iter, D., Xu, Y., Wang, S., Xu, R., Zhu, C. (2023, December). G-eval: NLG evaluation using gpt-4 with better human alignment. In Proceedings of the 2023 conference on empirical methods in natural language processing (pp. 2511-2522). https://aclanthology.org/2023.emnlp-main.153/

[11] Roll, I., Wylie, R. (2016). Evolution and revolution in artificial intelligence in education. International Journal of Artificial Intelligence in Education, 26(2), 582–599. https://doi.org/10.1007/s40593-016-0110-3

[12] Steiss, J., Tate, T., Graham, S., Cruz, J., Hebert, M., Wang, J., Moon, Y., Tseng, W., Warschauer, M., Olson, C. B. (2024). Comparing the quality of human and ChatGPT feedback of students' writing. Learning and Instruction, 91, 101894. https://doi.org/10.1016/j.learninstruc.2024.101894

[13] Su, Y., Lin, Y., Lai, C. (2023). Collaborating with ChatGPT in argumentative writing classrooms. Assessing Writing, 57, 100752. https://doi.org/10.1016/j.asw.2023.100752

[14] Swain, M. (2000). The Output Hypothesis and Beyond: Mediating Acquisition through Collaborative Dialogue. In J. P. Lantolf (Ed.), Sociocultural Theory and Second Language Learning (pp. 97-114). Oxford University Press.

[15] Verbeek, P. P. (2015). Beyond interaction: A short introduction to mediation theory. Interactions, 22(3), 26–31. https://doi.org/10.1145/2751314

[16] Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

[17] Warschauer, M., Grimes, D. (2008). Automated writing assessment in the classroom. Pedagogies: An International Journal, 3(1), 22–36. https://doi.org/10.1080/15544800701771580

[18] Wertsch, J. V. (2007). Mediation. In H. Daniels, M. Cole & J.V. Wertsch (Eds.), The Cambridge companion to Vygosky (pp. 178–192). Cambridge University Press https://doi.org/10.1017/ccol0521831040.008

[19] Contribución Autoral

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