Generative Artificial Intelligence in Academic Writing Instruction for Spanish as a Foreign Language: Challenges, Opportunities, and Pedagogical Perspectives

Abstract Book of the 11th International Conference on Research in Social Sciences

Year: 2026

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Generative Artificial Intelligence in Academic Writing Instruction for Spanish as a Foreign Language: Challenges, Opportunities, and Pedagogical Perspectives

Ning Dang, Cui Zhenhong

ABSTRACT:

The emergence of generative artificial intelligence (GenAI) tools such as ChatGPT has introduced new possibilities for language teaching and learning, particularly in the field of academic writing. While previous studies have largely focused on English-language contexts, research on the pedagogical use of GenAI in Spanish as a Foreign Language (ELE) remains limited. This presentation introduces an ongoing doctoral research project that investigates the challenges, opportunities, and educational implications of integrating ChatGPT into the teaching of academic writing in university-level ELE contexts.
The study adopts a mixed-methods sequential explanatory design combining quantitative and qualitative approaches. Quantitative data will be collected through questionnaires and comparative writing tasks completed with and without AI assistance. Qualitative data will be obtained through semi-structured interviews, classroom observations, and analyses of student–AI interactions. Participants include university students enrolled in academic Spanish courses and ELE instructors from different educational settings.
The project explores how learners use ChatGPT throughout the academic writing process, the linguistic and discourse-related support provided by the tool, and the perceptions of students and teachers regarding its usefulness, reliability, and limitations. Particular attention is given to issues of learner autonomy, academic integrity, critical thinking, and digital literacy. The study also examines how AI-mediated writing practices may influence the development of academic writing competence in Spanish as an additional language.
By addressing both pedagogical and ethical dimensions of GenAI integration, this research aims to contribute to current discussions on technology-enhanced language learning and academic literacy development. The findings are expected to inform evidence-based recommendations for the responsible use of generative AI in higher education and to support the design of innovative teaching practices in Spanish language instruction.

Keywords: Generative Artificial Intelligence; ChatGPT; Spanish as a Foreign Language (ELE); Academic Writing; Higher Education; Language Teaching