Inteligencia artificial y autonomía en el aula de español: propuestas prácticas para el desarrollo de la competencia comunicativa

Abstrak

This article analyzes the use of Generative Artificial Intelligence in the design of gamified dynamics (a role-playing game and an escape room) in the university SFL (Spanish as a Foreign Language) classroom in Uzbekistan. The objective is to evaluate how these tools transform the teaching role and foster autonomy among students accustomed to traditional models and who exhibit a strong structural fear of making mistakes. The results warn of critical challenges, such as students becoming pigeonholed within their profiles and the use of technology as an evasion strategy to elude linguistic effort. To address these issues, the study concludes with practical proposals based on pre-planning and the use of graduated clues to mitigate the challenges posed by the affective filter.