De la planificación a la autorregulación crítica: estrategias metacognitivas en la escritura EFL asistida por inteligencia artificial generativa en educación superior
DOI:
https://doi.org/10.71112/x761j132Palabras clave:
estrategias metacognitivas, escritura EFL, inteligencia artificial generativa, autorregulación crítica, educación superiorResumen
Este artículo analiza el papel de las estrategias metacognitivas en la escritura en inglés como lengua extranjera mediada por inteligencia artificial generativa en educación superior. A partir de una revisión documental orientada y de un análisis comparado de modelos de escritura procesual, aprendizaje estratégico y autorregulación, se propone el constructo de autorregulación crítica. El estudio sostiene que herramientas como ChatGPT pueden apoyar la planificación, organización, revisión y autoevaluación del texto, siempre que su uso sea pedagógicamente mediado y no sustituya la responsabilidad autoral del aprendiz. Como aporte central, se presenta un modelo de cinco momentos: planificación consciente, interacción estratégica, monitoreo crítico, revisión y toma de decisiones, y autoevaluación reflexiva. Se concluye que la integración crítica de la IA puede fortalecer la autonomía, la voz discursiva y la responsabilidad académica en EFL.
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Derechos de autor 2026 Dionelio Jesús Moreno Villalobos (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
