Generando confianza en la habilidad de Speaking a través de la práctica virtual: Caso de Estudio de la aplicación Talk Fluent y su uso en estudiantes universitarios: Building confidence in speaking ability through virtual practice: A Case Study of the Talk Fluent application and its use with university students

David Gortaire Díaz; Erika  Mora Herrera; Gabriela Almache Granda; Roddy  Real Roby

Generando confianza en la habilidad de Speaking a través de la práctica virtual: Caso de Estudio de la aplicación Talk Fluent y su uso en estudiantes universitarios

Building confidence in speaking ability through virtual practice: A Case Study of the Talk Fluent application and its use with university students

Autores/as

David Gortaire Díaz Universidad Técnica de Babahoyo
Erika Mora Herrera Universidad Técnica de Babahoyo
Gabriela Almache Granda Universidad Técnica de Babahoyo
Roddy Real Roby Universidad Técnica de Babahoyo

Palabras clave:

inteligencia artificial, confianza oral, aprendizaje, tecnología.

Resumen

Este estudio de caso examinó el impacto de la aplicación Talk Fluent en el desarrollo de la confianza comunicativa en estudiantes universitarios de inglés como lengua extranjera. La investigación se desarrolló en el Centro de Idiomas de la Universidad Técnica de Babahoyo con 300 estudiantes de nivel 4 durante un período de implementación de tres meses, desde mayo a julio 2025. Utilizando un muestreo por conveniencia, el estudio empleó estadística descriptiva para analizar las percepciones estudiantiles sobre las actividades y características de la plataforma. Los resultados revelaron mejoras sustanciales en todas las dimensiones de confianza comunicativa, con los incrementos más significativos observados en la reducción de ansiedad al hablar (Δ = +1.49) y la autoeficacia en pronunciación (Δ = +1.21). Los estudiantes demostraron percepciones particularmente positivas hacia los elementos de gamificación (93.0% de respuestas favorables) y las funcionalidades de retroalimentación fonética automatizada (87.7% de respuestas favorables). Los hallazgos indican que las aplicaciones de aprendizaje de idiomas basadas en inteligencia artificial pueden funcionar efectivamente como herramientas complementarias en ecosistemas educativos híbridos, particularmente para estudiantes con alta ansiedad de speaking. Sin embargo, el estudio identificó limitaciones en la replicación de complejidad pragmática y comunicación interpersonal auténtica. Estos resultados contribuyen al creciente cuerpo de evidencia sobre efectividad de tecnología educativa en contextos latinoamericanos y proporcionan perspectivas para la integración pedagógica de inteligencia artificial en la enseñanza de lenguas extranjeras.

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