Autocorrección en el aula de ELE a través de ChatGPT 3.5
Ángel De la Torre Sánchez · Revista Internacional de Lenguas Extranjeras / International Journal of Foreign Languages · 2025
The article examines an educational experience exploring the self-correction capabilities of ChatGPT 3.5 to foster autonomy in Spanish as a foreign language learning contexts. It includes aa analysis of key theories and applications that serve as a foundation for evaluating the results. The study analyzes self-evaluation samples conducted by C1-level students based on their argumentative writing, detailing the steps they followed for self-correction and the feedback provided by ChatGPT 3.5. The research seeks to identify the criteria and shortcomings in ChatGPT's text correction suggestions. The study corpus consists of interactions between students and the tool, aiming to understand how these exchanges contribute to improving text quality and to fostering autonomy in writing and revision. The analysis concludes that, while ChatGPT 3.5 can serve as a useful writing guide, its emphasis on grammatical corrections limits its overall effectiveness. Furthermore, it requires precise instructions, struggles with various linguistic elements, and its superficial approach may impede students' autonomy in improving their texts.